Correlation Between Principals’ Emotional Quotient and Teachers’ Team Cohesion: Impact on Instructional Delivery Effectiveness

AUTHOR(S)

ABSTRACT

—— This study aimed to determine the correlation between the principals’ emotional quotient and teachers’ team cohesion and its impact on teachers’ instructional delivery effectiveness in the three (3) divisions of Zamboanga del Norte, Dipolog City, and Dapitan City during the first quarter of the school year 2022 – 2023. Method: The research employed a survey since it used a questionnaire checklist. It also utilized correlational to test the relationships between the variables under consideration. A total of 632 respondents were surveyed, of which 529 respondents were from the Division of Zamboanga del Norte, 51 respondents from the Division of Dipolog City, and 52 from the Division of Dapitan City. The instrument used in the study was composed of two sets. The first set was the research instrument for principals comprising four (4) parts: the profile, emotional quotient scale, teachers’ team cohesion scale, and classroom observation of teachers scale. The research instrument for teachers, the second set, consisted of two (2) sections: principals’ emotional quotient scale and teachers’ team cohesion scale. The main statistical tools used in the study were frequency counting and percent, weighted mean, standard deviation, Mann-Whitney U test, Kruskal-Wallis H test, and Spearman Rank–Order Correlation Coefficient to analyze and interpret the data. Results: In schools in Zamboanga del Norte, Dipolog City, and Dapitan City, the emotional quotient of the principals was average, teacher-team cohesion was very high, and the effectiveness of the teachers’ instructional delivery was on the consolidating level. Moreover, the emotional quotient of the principals was moderately and favorably correlated to and significantly related to the cohesion of the teaching staff and the effectiveness of the teachers’ instructional delivery throughout the three (3) divisions surveyed at the medium level impact. Conclusions: The principals’ emotional intelligence, which they regard as crucial to good school leadership, substantially influences their capacity to carry out their daily duties as leaders with a modest level of emotional understanding and self-control. On the other hand, teachers are forming teams to strengthen interpersonal relationships, define roles, and manage the interpersonal and task-related issues that hinder collaboration. Moreover, principals in all three divisions with incredibly high emotional quotients also have high teacher-team cohesion. Similarly, principals with high levels of emotional intelligence are excellent at motivating teachers to take responsibility for their classrooms and be productive. Keywords — Principals’ Emotional Quotient, Teachers’ Instructional Delivery Effectiveness, cohesion