Salvato in:
| Autori principali: | , , |
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| Natura: | Recurso digital |
| Lingua: | inglese |
| Pubblicazione: |
Zenodo
2026
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| Accesso online: | https://doi.org/10.54476/ioer-imrj/944452 |
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Sommario:
- <p><span lang="EN-US">The study investigates how teachers’ commitment and emotional quotient (EQ) relate to teaching performance within the Philippine Professional Standards for Teachers (PPST) framework. It examines commitment across four dimensions—School Climate, Task, Profession, and Teamwork—and EQ across Self-awareness, Managing Emotions, Intrinsic Motivation, Empathy, and Social Skills. Teaching performance is assessed across the PPST domains: Content Knowledge and Pedagogy; Learning Environment and Diversity of Learners; Curriculum and Planning; and Assessment and Reporting. Framed by PPST and </span><span>Individual Performance Commitment and Review Form (</span><span lang="EN-US">IPCRF) contexts, the objectives treat commitment and EQ as potential predictors of performance and seek to identify which dimensions most strongly predict outcomes. A descriptive-correlational design was employed, using questionnaires to collect data from teachers, complemented by interviews with a random subset to provide depth. Results show generally high levels of commitment, very good EQ, and very satisfactory teaching performance. Among the predictors, commitment to the profession and Empathy emerged as the strongest correlates of teaching performance, indicating that more professionally devoted and empathetic teachers tend to meet or exceed PPST expectations. </span><span>This dynamic interplay yields clear evidence that professionally devoted and emotionally competent teachers are more likely to meet or exceed instructional standards in Content Knowledge and Pedagogy, Learning Environment and Diversity of Learners, Curriculum and Planning, and Assessment and Reporting. Cultivating teacher commitment and social–emotional skills should be a priority for policy and practice, guiding professional development and supports to improve instructional quality and student outcomes. Implications for policy and practice emphasize targeted professional development and sustained administrative support to cultivate commitment and social–emotional skills, ultimately improving instructional quality and student outcomes in Philippine classrooms.</span></p> <p><em><span>Keywords:</span></em><em><span> teacher commitment; emotional quotient; PPST; IPCRF; teaching performance; Philippines</span></em></p>