THE INFLUENCE OF EMOTIONAL INTELLIGENCE AND SOCIAL INTELLIGENCE TO INTERPERSONAL RELATIONS OF TEACHERS

Educational Administration

This study explores The Influence of Emotional Intelligence (EI) and Social Intelligences (SI) on the Interpersonal Relations of Elementary School teachers of New Bataan District, Davao de Oro, during the 2024-2025 academic year. Grounded in Goleman’s emotional Intelligence Theory and Albrecht’s Social Intelligence Theory, alongside Levinger’s Interpersonal Relationship Theory, the research employed the descriptive-correlational design involving 115 teacher respondents across six public elementary schools. Emotional Intelligence was measured across five domains: self-awareness, managing emotions, motivation, empathy and social skills, while Social Intelligence encompassed social information processing, social skills and social awareness. Interpersonal Relations were assessed through indicators such as trust, self-disclosure, genuineness, empathy, comfort, and communication. Data collection utilized validated survey instruments and was analyzed using descriptive statistics. Pearson correlation, and regression analysis. Results are expected to reveal significant relationships between EI, SI and Interpersonal relations, providing insights for targeted professional development and poly-making. The study concludes that fostering both emotional and social competencies among teachers enhances collegiality, trust and communication, thereby contributing to a healthier school climate. Recommendations include integrating EI and SI training into teacher professional development programs to improve collaboration, professional well-being and educational quality and effectiveness.

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