Examining Emotional Intelligence and Motivation as Determinants of Teaching Competence in Basic Education

Abstract

This study examined the relationship between emotional intelligence, motivation, and teaching competence among basic education teachers. Specifically, it determined teachers' level of emotional intelligence (self-awareness, managing emotions, recognizing emotions in others, and handling relationships), motivation (intrinsic and extrinsic), and teaching competence (content knowledge, pedagogical skills, interpersonal communication, classroom organization, and student assessment), and the relationships and predictive strength among these variables. Descriptive-correlational research design was employed, involving 250 teachers selected through random sampling at the Maramag Districts I, II, and III, Division of Bukidnon, Philippines. Data were collected using validated questionnaires and analyzed using mean, Pearson’s Correlation Coefficient and Multiple Regression Analysis. Results revealed that teachers possess high emotional intelligence with a mean of 3.99, led by self-awareness. It also revealed that teachers are highly motivated with a mean of 4.07, predominantly driven by intrinsic motivation. Teaching competence is described as very good with a mean of 4.45, excelling in student assessment and content knowledge. Correlation results showed very strong positive relationships on both emotional intelligence (correlation coefficient of 0.846) with self-awareness obtaining the highest correlation (r= 0.817), and motivation (correlation coefficient of 0.850) with intrinsic motivation yielding the highest correlation (r= 0.846), towards teaching competence. Multiple regression confirmed self-awareness (from emotional intelligence) and both intrinsic and extrinsic motivation are significant predictors of teaching competence (F=444.809, p < 0.01, R² = 0.879). Intrinsic motivation (β = 0.398) and self-awareness (β = 0.225) as the strongest predictors, explaining 87.9% of variance. The findings highlight the importance of enhancing teachers’ emotional and motivational competencies to improve teaching effectiveness.