PREDICTING SCHOOLS CLIMATE THROUGH SOCIAL AND EMOTIONAL INTELLIGENCE OF TEACHERS

Adminitration Management

This study explored the effects of teachers' social and emotional intelligence on the school climate. A survey was conducted with a sample of 173 secondary school teachers in the Monkayo West District of the Davao de Oro Division throughout the 2024-2025 academic year. The study employed an adapted survey questionnaire to collect information regarding teachers' emotional intelligence and its components (self-regulation, motivation, and empathy), in addition to social intelligence (social awareness, social skills, and social information processing) and school climate (professional collaboration, collegiality, and self-determination). The results showed that teachers demonstrate a significant level of empathy and a strong capability for social information processing, which are essential for managing classroom challenges and nurturing positive teacher-student interactions. Nevertheless, the research also highlighted a notable area for improvement in teachers' social skills, indicating a need for targeted professional development to transition from theoretical knowledge to effective practice. Although there was a statistically significant link between social intelligence and school climate, the correlation was weak, suggesting that school climate is a multifaceted concept influenced by various elements beyond just social intelligence. The findings indicated that although self-regulation or emotion management among teachers occurred only sometimes, motivation was frequent, reflecting a strong drive for task completion but a possible inclination towards immediate gratification rather than long-term objectives. The study concludes that a high level of emotional intelligence, which includes effective self-regulation, motivation, and empathy, is crucial for professional effectiveness and personal well-being. The research offers valuable insights for public secondary school principals, school leaders, and the Department of Education to enhance organizational commitment by tackling issues related to teachers' emotional intelligence and the school climate.

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