Polytechnicuniversity of The Philippines: Philippine Insurance1

POLYTECHNICUNIVERSITY OF THE PHILIPPINES
Chapter I
The Problem and Its Background
Introduction
Leadership may vary according to the setting and every individual have different
type of leadership style according to their personality and cultural background but, a good
leader shows capability to adapt their leadership styles according to the situation and
needs of the members.
Teachers render a lot of services and one of them is being a leader. Teacher assumes the
responsibility of counseling and directing the energy, skills, and talents of co-teachers,
students, and parents in achieving common educational goals .The teachers initiate the
schools capacity to develop because teachers are capable of leading in a variety of ways .
Achieving the educational goals will not be possible if the teachers cannot regulate their
emotions and behavior to the type of leadership they have in order to maintain the
harmony and the communion of teacher and the students.
The educators role as a leader is associated with proper behavior and emotion
incorporated to the varying personality of the students. Just as the teacher wants to build
harmonious relationship with the students. The students also want a closer relations in
order for them to have enough support when they need it.
Philippine Insurance1|P a g e
Background of the study
Edward Thorndike (1930), defined Emotional Intelligence in relation to a form of
social intelligence which includes self-consciousness of others' feelings and emotions, to
differentiate them and used them as guide of managing one selfs thoughts and actions. It
was a newly-proposed form of intelligence that talked about one's capability of
understanding one's feelings and emotions. David Wechsler (1944) suggested that
affective domain maybe important to succeed in life. He also added, Intelligence is the
aggregate or global capacity of the individual to act purposefully, to think rationally and
to deal effectively with his environment. Abraham Maslow (1950) described how people
can establish emotional strength using his model Hierarchy of Needs. Maslow used terms
such as; psychological, safety, belonging, love, esteem, self-actualization and self-
transcendence. His theory further discussed that if the levels in the hierarchywere not
fully meet, the emotional strength of a person may be affected. Howard Gardner (1975)
introduced the concept of Multiple Intelligence specifically, Interpersonal and
Intrapersonal Intelligences which serve as the key components for Emotional
Intelligence. These specific intelligences discussed the different dimensions of emotion
of a person. A person who notice and respond to others feelings and as the same time can
work with them easily was classified under the interpersonal intelligence. However, a
person who sets goals, assesses his personal abilities and liabilities and monitors his own
thinking and is expected to meditate, reflect, exhibit self-discipline and maintain
composure was classified under intrapersonal intelligence. Then, Wayne Payne (1985)
finally introduced the term Emotional Intelligence in his dissertation entitled "A study of
emotion: developing emotional intelligence; self-integration; relating to fear, pain and
desire (theory, structure of reality, problem-solving, contraction/expansion, tuning
in/coming out/letting go)."Keith Beasly and Reuven Bar-On (1987) used the term
Emotional Quotient (EQ) in a magazine article and graduate thesis. Peter Salovey & John
Mayer (1990) published their famous article in Emotional Intelligence in a journal
Imagination, Cognition and Personality. After that, Daniel Goleman (1995) popularized
and elaborated the concept of Emotional Intelligence featured in his book Emotional
Intelligence; Why it Matters More than IQ?Lastly, Consortium for Research on
Emotional Intelligence in Organization conducted a research to identify emotional and
social factors needed to be successful in job and workplace. Since its popularization,
Emotional Intelligence has been associated with leadership. Why is it so?
As William Arthur Ward once said, "The mediocre teacher tells. The good teacher
explains. A superior teacher demonstrates. The great teacher inspires".
One of the problems students encounter in a classroom is the teacher itself. It is a
case wherein a teacher lacks the qualities of becoming a competent teacher. A teacher
supposedly guides or lead the class to direct them in accomplishing their tasks
successfully however, there are teachers who are dominating, overpowering, lacking
initiative, failing to motivate their students, recognizing only failure not success, avoiding
conflicts neither exerting effort to solve it, running over students etc., resulting to the
unfinished works and projects and breakdown of a student. Anchored to the theory of
Daniel Goleman, being an effective leader was not predicted by Intelligence Quotient
(IQ) itself, well in fact, its Emotional Intelligence that do so. Based on the findings of
Golemans Emotional Intelligence, leaders with high IQ alone fail to manage an
enterprise yet people who have high Emotional Intelligence got promoted into higher
position. He also quoted that "outstanding intelligence quotient level makes you an
English teacher yet high Emotional Intelligence makes you the head of the English
Department" which summarizes his insight about Emotional Intelligence as an important
intelligence that qualifies an individual to be an efficient leader.
Theoretical Framework
Emotional Intelligence is the core level of Intelligent Quotient. Davis, Stanker and
Roberts said that emotional intelligence is an elusive concept. It appears to be more
allegorical than logical. Emotional Intelligence is the capacity to enhance oneself, to
accurately perceive emotions of others and to take cognizance of what is happening.
Mayer and Mitchell (1998)said Emotional Intelligence is an aspect of class of
intelligences including the social, practical and personal intelligence or HOTS
intelligence.
According to Daniel Goleman, there are five areas of Emotional Intelligence;
1. Self-awareness - knowing ones emotions, strengths, weaknesses, drives, values and
goals and recognize their impact on others while using common sense to guide decisions.
2. Interpersonal - it is the ability to maintain harmonious relationship with other people.
3. Stress-management - managing or redirecting ones descriptive emotions and impulses
and adapting to changing circumstances.
4. Flexibility - it is the ability to adapt to new environment and know how to make a
better decision in a situation.
5. Disposition - It is recognizing general mood in a given situation.
Goleman (1995) said that emotional competencies are not innate talents but rather
learned capabilities that must be worked on and can be developed to achieve an
outstanding performance. He believes that individuals are born with general emotional
intelligence that determines their potential for learning emotional competencies.
Salovey and Mayer(1990) claimed that Emotional Intelligence is the ability to
monitor ones own and others emotions, to discriminate among them and to use the
information to guide thinking and actions.
Freedman (2007) stated that Emotional Intelligence is the way of recognizing,
understanding and choosing how we think, feel and act. It shapes our interactions with
others and our understanding of ourselves. It defines how and what we learn. It allows us
to set priorities; it determines the majority of our daily actions. Research suggests it is
responsible for as much as 80% of the success in our lives.
Goleman (1995) declared that great leadership works through emotions. Leaders
are the one who drives organization to their success and empower their social,
intellectual, emotional and other skill to be a good leader. These are the six leadership
styles:
1. Democratic Leadership - encouraging the member to be active and participate in
achieving the goals of the organization. Leaders allow his /her members to decide for
their vision in performing for the success. Communication is the key to this model. It
produces a working environment that members feel that they are more committed to
achieve the goals and objectives of the organization through their suggestions and
opinions.
2. Affiliative Leadership - it is used with new organization which leader and members are
creating communication with each other. Members are given great deals of praises and
feedback in their performance to boost their confidence. It builds emotional bonds and
harmonious relationship among members.
3. Empowering Leadership - the leader focuses on stirring positive emotions by purely
helping its member in their personal development to accomplish their desired goals. The
leader recognizes every individual work and their significance in the organization.
4.Moral Leadership - the leader guides his/her members by giving them values, ethics,
principles and standards. The leader respects each of the members.
5. Charismatic Leadership - leader set as a role model to his/her member. It leads through
magnetic personality where leaders influence his/her members to perform well.
6. Transformational Leadership - a leader who inspires his/her members. It promotes
positive change among its members where they set high performing standards for one,
others, group and organization.
7.Commanding Leadership - The leaders leads members by giving strict instruction of the
certain activity. The leaders implements rules and regulations which discipline members.
8.Pace-setting Leadership-The leadership style that drives the best out of every
memberby their constructive criticisms. The leaders truthfully speak of consequences the
members must be amenable to do.
Conceptual Framework
Input Process Output
Emotional
Intelligence
Self
awareness
Interpersonal
Stress- Survey
management Through
Questionna
Flexibility ire
Proposed
intervention
Disposition Previous programs to
Theories enhance the
Leadership Style Emotional
Democratic and Studies
Intelligence
Leadership Statistics of and
Data Leadership
Affiliative
skills of
Leadership
student
Empowering teachers.
Leadership
Moral
Leadership
Charismatic
Leadership
Transformatio
nal
Leadership
Commanding
Leadership
Pacesetting
Leadership
Figure I.
In Input, includes Emotional Intelligence such as; self awareness, interpersonal,
stress- management, flexibility, disposition and Leadership Styles such as democratic
Leadership, affiliative Leadership, empowering Leadership, moral Leadership,
charismatic Leadership, transformational Leadership, commanding Leadership,
pacesetting Leadership.
In the Process, includes survey through questionnaire, previous theories and studies, and
statistics of data.
In the Output, includes proposed intervention programs to enhance the Emotional
Intelligence and Leadership skills of student leaders.
Statement of the Problem
This study will determine the level of Emotional Intelligence and Leadership Style of the
student leaders.
Specifically, it will answer the following questions:
1. What is the profile of the respondents in terms of the following?
1.1 Age
1.2 Gender
1.3 Major
2. What is the level of Emotional Intelligence of the respondents in terms of the
following?
2.1 Self-awareness
2.2 Interpersonal
2.3 Self - management
2.4 Flexibility
2.5 Disposition
3. What is the Leadership Styles of the respondents in terms of the following:
3.1 Democratic
3.2 Affiliative
3.3. Empowering
3.4 Moral
3.5 Charismatic
3.6 Transformational
3.7 Commanding
3.8 Pacesetting
4. Is there a significant difference between the Emotional Intelligence and Leadership
Styles of the respondents when they are grouped by profile?
5. Based on the findings of the study, what leadership enhancement program may be
proposed?
Hypothesis
Ho - There is no significant difference on the respondents Emotional Intelligence
level and Leadership styles when they are grouped by profile
Scope and Limitations of the study
This study was conducted to determine the Emotional Intelligence and Leadership
Styles of Polytechnic University of the Philippines San Pedro Campus student teachers.
This includes the student teachers from English and Math Majors.
The survey questionnaire was adapted from the study Emotional Intelligence and
Leadership Styles of Pamantasan ng Lungsod ng Pasig Student Leaders: Bases for an
Enhancement Program , a study by Josefa Advincula Dimalanta (2008). The survey
questionnaire was contextualized and validated by Mr. and Mrs. Solayao.
Significance of the Study
This study benefited the following:
Administrators
The findings of the study help the administrator to make this a basis for the enhancement
of Emotional Intelligence and Leadership Styles of their future Student Teachers.
Coordinating Teachers
The findings of the study helps the coordinating teachers to determine the
strengths and weaknesses of their student teachers when it comes to emotional
intelligence and leadership styles so they can provide proper guidance.
Student Teachers
The student teachers improve their emotional intelligence and leadership styles
through the proposed output so they can become effective teachers in the future.
Future Researchers
The data contained in this research serve as a reference for future researchers who
will continue this study.
Teachers
The findings of the study help teachers determine the ideal leadership style
depending on their level of emotional intelligence and the situation they are in.
Definitions of terms
As used in this study, the following terms were defined:
Affiliative Leadership -Students are given great deals of praises and feedback in
their performance to boost their confidence. It emotionally and harmoniously
builds bonds to the teacher-students relationship.
BSEd-English- Bachelor of Science in Secondary Education major in English.
BSEd 4E-Bachelor of Science in Secondary Education Fourth Year English.
BSEd 4M-Bachelor of Science in Secondary Education Fourth Year Math.
BSEd-Math-Bachelor of Science in Secondary Education major in Math.
Charismatic Leadership- Teachers set as a role model to its member. It leads
through magnetic personality where teachers influence its members to perform
well.
Commanding Leadership - The teacher leads students by giving strict
instruction of the certain activity. The teacher implements rules and regulations
which discipline students.
Democratic leadership - The students are allowed to have active participation
and involvement in their learning process. Teachers allow his /her students to
decide for their vision in performing for the success. It produces a productive
environment that students feel that they are more committed to achieve the goals
and objectives of the lesson through their suggestions and opinions.
Disposition - It is recognizing general mood in a given situation.
Emotion- instinctive feeling as distinguished from reasoning or knowledge.
Emotional Intelligence- is the capacity to enhance oneself, to accurately perceive
emotions of others and to take cognizance of what is happening.
Empowering Leadership -The teachers focuses on stirring positive emotions by
purely helping its students in their personal development to accomplish their
desired goals. The students recognize every individual work and their significance
inside the classroom.
Flexibility - It is adjustment to new situations, changes in choices and selecting
appropriate decision - making process.
Interpersonal - It is the ability to maintain satisfying relationships characterized
by harmony in ideas and doing task with others.
Leadership- The action of leading a group of students and co-teachers.
Leadership Style- The teachers style of providing direction, implementing plans
and motivating the students.
Moral Leadership - The teachers guide his/her members by giving them values,
ethics, principles, standards. The teachers respect each of the students.
Pace-setting Leadership- The leadership style that drives the best out of every
student by their constructive criticisms. The teachers truthfully speak of
consequences the students must be amenable to do.
PUPSPC- Polytechnic University of the Philippines San Pedro City.
Self-awareness - Knowing ones emotions, strengths, weaknesses, drives values
and goals and recognizes their impact on others while using gut feelings to guide
decisions.
Stress- management - Managing or redirecting ones descriptive emotions
andimpulses and adapting to changing circumstances .It is the ability to cope with
situations even under pressures.
Transformational The teacher promotes positive change among its members
by setting high performing standards for students.
Chapter II
The Review of Related Literature and Studies
Foreign Literature
Emotion was derived from a Latin verb 'movare' meaning to stir up, agitate, upset
or move which was accompanied by behavioral and physiological events. Psychologists
have lots of definitions of emotion yet they still give a single meaning depending on a
person's reaction towards a certain situation. Historically, there was no single theory that
directly discusses what emotion truly was but some psychologists attempted to produce
its theory like James Lange and his theory of emotion which states that a person needs an
appropriate emotion that enables him or her to adjust based on his perception on a given
situation. Also, Walter Cannons Theory of Emotion studied the portion of the brain that
manipulates the human emotion.
Thorndike (1930) proposed a newly-formed intelligence called Emotional
Intelligence. He stated that emotion leads to the management of thoughts and emotions of
one person through the awareness of the person's environment. Emotion was also
identified as the individual response in a condition whether it was internal and external
response.
Gardner (1975) proposed a Theory of Multiple Intelligence which acknowledges
the principle of Interpersonal Intelligence ' which is the existing relationship of a two
person and 'Intrapersonal Intelligence' or the ability to handle ones self. It requires the
person to notify the feelings and emotions of others, to have an insight on the reason of
their actions and to behave based on the appropriate objective, standards or beliefs. Then,
Salovey and Mayer (1997) published an article Imagination, Cognition and Personality
". This article discussed strictly the framework of Emotional Intelligence that emotion is
a mean to solve problems. This article also discusses abilities of Emotional Intelligence
such as; accurate appraisal and expression of emotions, assimilation of emotional
experience into cognition, recognition and comprehension. They view emotion as a
systematize response that cross limit a lot of psychological subsystems like physiological,
motivational, experiential and cognitive aspects.
They distinguished four discrete cognitive domain that comprise emotional
intelligence namely; perspective of emotion, use of emotion to accommodate mental
ability, knowledge about emotions, handling emotion. These four abilities are arrange
orderly to build bases to the psychological process of an individual.
Firstly, the perspective of emotion, it is the fundamental aspect of ability because
it is the skill of a person to compare similarities and differences of emotion of the person
in a society. This ability discloses the emotion of a person that enables him or her to
know between the truth and falsehood.
Secondly,the use of emotion to accommodate the mental ability. It is the ability of
a person to use mental capabilities to facilitate a certain mood. The person state of mind
is advance in this level because they generate their emotion through the use of 'schema' or
perception in life.
Thirdly, the knowledge about emotion. It includes understanding and synthesizing
emotion which a person can construct their own meaning of emotion. It also enables the
person to interpret complicated situations.
Fourthly, handling of emotion. This branch provides wide range of experiences to
stimulate emotional responses to a given situation or person.
Emotional Intelligence is the basis for thoughts and action of one person. It is the
human consciousness of reality and his sensitivity of choices of alternatives that leads to
success. Emotional Intelligence does not differ on cognitive skills well in fact they are
dynamically interact with each other. A person should have cognitive, social and
emotional skills that enable him or her to be sufficient and comprehensive individual. As
a matter of fact, Emotional Intelligence was operated by cognitive aspect which utilize
through the affective domain of an individual. This affective domain was improved by
the experiences.
Goleman (1995) argues that there are points when Emotional Intelligence
achieves success without the measured Intelligent Quotient. He identified abilities of
Emotional Intelligence which pertains to the ability to motivate oneself, to cope with
frustrations, to manage distress, to manipulate impulses and to regulate ones mood.
Emotional Intelligence is somewhat related to personal and social factors of an
individual. It involves administration of the emotion and feelings of ones self for the
individual actions as an outcome.
The study of Goleman opens an opportunity to the people who do not excel in the
field of cognitive competencies. He stated that emotional Intelligence is as powerful and
times more powerful than the Intelligence Quotient. From this moment on, many
psychologists, philosophers, scientist and educators consider Emotional Intelligence as
their preference in acquiring personal awareness, self-confidence and conscientiousness
rather than to focus on intellectual aspect.
During the first publication of his book Emotional Intelligence there is an
increasing attempt of psychologist to discover emotional intelligence and its application
to human condition. They decided to introduce this in different level of schools and
studies like in pre-school, state university and such. And through this, psychologists and
experts determine the meaning of emotion. Goleman (1995) identified emotion as the
ability to recognize and regulate emotion of others. While Salovey (1990) write
emotional intelligence as a form of intelligence that involves the ability to monitor one's
own and other's feelings and emotions, to discriminate among them and to use this
information to guide ones thinking and actions. But then,he revised the definition into
the ability to perceive emotion, integrate emotion to facilitate thoughts, understand
emotions, and to regulate emotions to promote personal growth.Another noticeable
research of the emotional intelligence is from Reuven Bar-On (1987), the person who
produces the term ' Emotional Quotient'. He identified emotional intelligence as far
deeper than understanding oneself and others. It also includes sensitivity to the situation
to be able to act according to appropriate emotion. He focuses to the five-major
dimension of emotional quotient like interpersonal, intrapersonal, adaptability, stress
management and general mood. It includes self-regulation, motivation, empathy and
social skills.
Leadership is synonymous to guidance, management, supervision, direct
instructing on how to attain an objective. It is a task or responsibility. It has
beenidentified in many numbers of theories and studies but an effective leadership styles
should be based on the readiness of the individual in a certain situation and their
willingness to accept responsibilities. Leaders are characterized to be the center of change
and influence members to accomplish set of objectives and goals of the organization or
group. They must be able to improve their leadership styles based on the condition of the
group. According to Turner and Muller, (2005) there are five functions of leadership that
leaders should consider, namely; making visions of the group and focusing on it,
establishing a high performing-team, motivating the team, maintaining harmonious
relationship between leader and members and give them satisfying feedback to their
performance.
Boulding (1985) described leadership as the process by which a person in a
certain group demonstrates influence to others in achieving a common goal and directs
the group into coordination and coherence. It includes the application of leadership
attributes such as values, beliefs, ethics, character, knowledge and skills. However,
leadership is different from bossing around people. Being overpowering is exercising
authority in performing certain tasks and accomplishing objectives because leaders are
described as trustworthy and they must communicate a vision and organizational future to
give an overview where the group needs to go.
A teacher affects eternity; he can never tell where his influence stops (Adams).
The way one influences, he leads. Being a teacher is being a leader as well, because as
long as one teaches, motivates and inspire, he is a leader.
Teachers are leaders inside the classroom because they are the one who facilitate
students to achieve learning. Harrison and Killion (2007) stated that teachers are leaders
in various ways and are capable of leading within or beyond classroom setting. They
perceived that teachers as leaders should be the source and materials provider,
instructional specialist, curricularist, learning facilitator, mentor, school leader, data
coach, must have strong commitment and must never get weary of learning more things
to improve their craft.
Leadership is not only for a specific organization. It is present in almost every
situation an individual experiences. One is dominant and others are submissive and in this
case, teachers, as leaders are the one who implements regulations, provide grading
systems and the ones who are in charge of exhibiting positive attitude and adapting to
their students behaviors. Also, different leadership styles were observed in every
classroom setting where in traditional teachers can be commanding and strictly oppose
mediocrity while contemporary teachers are more facilitative, democratic and
transformational. However, whether teachers are traditional or contemporary, they are
expected to acquire high moral values and ethical standards.
According to Baldwin (2011), effective leadership begins from our character. He
cited in his book that positive results flourish from the good character of a leader. In
order to do so, leaders must set a reason to their subordinates to believe and to follow. He
also stated that a good leader must set the right example. It refers to the capacity of the
leader to do the job with excellence. Employees must seek that the leader has the capacity
to accomplish a goal. Though executive position does not require physical work much
still, it needs critical thinking. He added and declared that a leader must learn how to
communicate by example. They must act their part, must show authority and demonstrate
that they had what it takes. Leaders must know how to communicate and connect, handle
tough situations, and put their team first before anything else. Likewise with teachers,
since they are role models of their students, those qualities must emanate from them as
well..
Ward (2011) claimed thatleadership is the art of motivation needed to drive the
whole group in carrying out a certain goal. She defined leader as the director of an action;
leaders inspire others to follow because they possess mixed attributes of personality and
communication skills that leads them to do so. In addition, leaders must be coaches as
well; supervising their constituents to perform based on the need of the project.
Kahn (1978) stated that leadership is a social, collaborative, relational activity that
focuses on the competencies of the group rather that the capabilities of the leaders
themselves. It involves few numbers of people to be in a group, work together with leader
as a guide and example and perform according to what is being agreed upon. In the
classroom, teachers are expected to be more sociable, facilitative and morally bounded.
Munro (2012) stated that works or tasks create bonds between leaders and their
members; works that prolong their relationship and unite them as one. Therefore, to make
work an important key element in having harmonious relationship, the need for another
essential skill must be acquired and it is interaction skill which includes consultation,
negotiation, concession and conflict management. She also emphasized the significance
of shared work and power as an investment in collaborative learning, team-building and
forming organizational cultures. In addition to that, she characterized the qualities of a
leader to be acquired such as courage or the confidence to face challenges and accept
responsibility; diagnosis; adaptability to work and its environment and good relationship
to be maintained. Leaders, instead of fixing themselves into fulfilling takes and
accomplishing goals, they must focus on delivering values and change into their
organization. The priority must be on guiding the whole organization in the long run.
There are lot of leadership styles present in the field yet the researchers only chose what
they think are commonly observed such as:
Transformational leadership (Gill, 2011) empowers, motivates and develops
subordinates' capabilities and self-interest in order to perform beyond expected outcomes.
Leaders usually act as coaches, enthusiastically inspiring their members to transform a
simple job into a job well-done. However, this leadership style cannot be often used
especially for short-term goals. The leaders are open for a better change, holistically
builds their members abilities and act as their mentors.
Also, Gill (2011) listed other leadership styles such as:
Charismatic, which was viewed by German Sociologist, Max Weber as the
relationship by the leader and its member upheld by the leaders ability to persuade and
win their followers heart and loyalty to serve and commit themselves into working
effectively. Charismatic leadersattract and inspire followers. According to Weber (1913)
charisma is a process of influence and commitment to the followers which contrive a
spell that attract even the people outside the organization. They perform values like
favoring participation, security, and extrinsic rewards but if the charismatic leaders
havegone, the values will be gone also. It is leader-centered for the future of the
organization is in their hands. They tend to build organizational values and harmonious
participation however it tends to collapse especially when leaders have gone since the
subordinates depend themselves to them.
Commanding leadership is a style wherein the leaders give orders and demands for
immediate compliance. They are particular in accomplishing a certain task in short period
of time.Bullwinkle (2016) described commanding leaders as assertive, powerful,
egotistical and competitive. They are authoritarian or the leaders who frequently dictate
what their subordinates must do. Though the name implies negative impression, being a
commanding leader is effective at times of crisis where people need someone who can
drive their frustrations into accomplished goals. This type of leadership is often observed
in traditional teachers.
Democratic leadership pertains to building a council to help the leader in making
decisions. The ideas came from different heads, voted upon based on what is needed or
usually synthesized to form much better concept. Though may seem collaborative, still,
the final decision will come from the leader. This concept of leadership are not just
observed in the government but also in the classroom setting where existentialist teachers
are the one who let their students explore their own values, meanings and choices
(Ginny, 2012).
Pacesetting is a leadership style known for leaders who dominate, demand and
criticize performance of subordinates rather than giving praises to empower them. It is
standards-centered and the leaders are expected to remove members who do not meet
their qualifications. Unlike commanding leaders, pacesetting leaders do not give
ordersbut they lead through example. They let their subordinates have the initiative to do
something to accomplish the goals but the time leaders have noticed that their
subordinates does not comply to what was the situation need, immediate replacement for
mediocre constituents will take place. They are intolerant to poor performance
(Henson, 2013).
Affiliative Leadershipis the opposite of Pacesetting leadership. This leadership
promotes harmonious relationship among each other (Goleman, 2002) where leaders
help their members solves the conflict but sometimes the quality of work suffers. This
kind of leadership style is evident when teacher acts as a mentor and coach to their
students during tough situations.
Empowering Leadershipis enriching ones self efficacy, morality, ethical nature
and use it as tool to motivate subordinates to work well in accomplishing goals. It is
inculcating positivity in work to achieve positive results. This is a leadership style
essential in the teaching field because students are encourage to learn better when their
teachers brings out positive outlook of the inputs they provide in achieving learning.
Moral Leadership is leading to serve (Prabowo 2013). Being a servant leader is
leading selflessly and giving priority to the needs of others. Teaching is the noblest
profession. It is a vocation. Through passion, teachers lead beyond to what is expected to
learn inside the classroom. Being a teacher is taking risks and taking responsibilities
having the principle of others first before me. Also, being a teacher is possessing high
moral values and ethics.
Bowkett and Percival (2011) suggested that the basis for developing emotional
intelligence to any certain degree include these two necessary elements: awareness of self
and awareness of others. In their book, they mentioned that it was Plato who said, know
thyself, an obsolete philosophy which lead to a lifetime lesson wherein, if one accept
ideas wholeheartedly, it will come up to greater awareness and having deeper
understanding with that, it will yield successful self-control of ones thoughts, feelings,
and behaviors.They also suggested that to boost the two key elements of emotional
intelligence, leaders should encourage the creativity of an individual.
Local Literature
Margareta Sjolund (2013) stated that mental ability is important but after this the
person need to collaborate with his or her members. As a matter of fact, Emotional
Intelligence has factor which is far more important than Intelligence Quotient. These are
motivation, creativity, drive, communication, relationship and energy or enthusiasm for a
manager or a leader. It is important to build harmonious relationship with the members to
be able to open avenues for improvement. The person should develop flexibility,
adaptability to change and coping stress. In Asia, we use specific measurement technique
which is called EQ-i 2.0, a model consist of 15 factors which forms blocks that builds
productivity of leadership competencies. Basically, it measures influencesuch as
perceiving and expressing ourselves, developing and maintaining social relationships,
coping with challenges and using emotional information in an effective and meaningful
way. In her article, she suggested to use emotional intelligence where in it is not an easy
task to do but it can be done.
Corpuz (2013) cited that there are three domains of learning; the cognitive,
psychomotor and affective domain. In three level approaches, teaching with affective is
more important which means using values. The affectivedomain enables to produce
students formation of intellectual giants which develop students awareness of attitude to
others, have values, control to behavior and manipulate emotions.
Dr. Chelo (2010) made a research about Emotional Intelligence having
adolescents as its respondents. She identified the factors that lead to the child higher level
of Emotional Intelligence. It is namely; influence of the parents, age level and peers. The
study identified that being emotionallyintelligent tend to acquire some of this ability
such as effectiveness to handle circumstances, cope with hassles in life and monitor
health.
Leadership is a fundamental component of instructing function of management.
The people gather to attain similar goal and the head of the group will conduct a style to
achieve organizational success. They should be equipped with active and spontaneous
attitude to inspire their members to perform well and to ensure that every member is
doing their job inside the group. The leader and the members should have a harmonious
relationship this need for the leader to understand the feelings and emotion of every
member in the group. There are wide varieties of studies that prove that emotional
intelligence has to do with handling a group of people. In the classroom setting, building
harmonious relationship between the teachers and students is quite challenging but it a
must for it is factor of achieving substantial goal plus, students look forward of having a
teacher who is democratic in nature and less traditional (Zakhareuski, 2007)
The rise of the leaders should be based on their qualities like charismatic,
deliberate, gifted and attractive qualities. Leaders should have the power to shape the
future of the organization by the way they act at the present, like what unknown
philosopher said "the shadow of the future cast on the present ". The leader will not
predict the future by fortunetelling or crystal gazing but rather visioning the foundations
of the organizations future based on the aspirations and hope.
The key words for new leaders in the millennial generation are vision, charisma
and transformation. In early 1970, the term 'transformational leadership ' arouse. It was
first known as a transactional leadership in which leaders and followers in history interact
and communicate to achieve the higher purpose of the organization thus rewarding the
good performance of the members. According to Burns (1978), transformational leaders
should address its peoples higher order thinking skills, self- esteem and self -
actualization.
Ciulla (2003), stated that Transformational Leadership concerns about the values
which has the morality means and morality ends. Morality means of an act talks about
responsibility, fairness, honesty and keeping promises while the morality ends talks about
liberty, justice and equality.
Transformational Leadership expects performance beyond expectations which
concerns with the Is; the individualized deliberation, intellectual stimulation,
inspirational momentum and idealized effect.
Rafferty and Griffin (2004) enumerate the five dimensions of Transformational
Leadership; the vision, inspirational communication, intellectual stimulation, supportive
leadership and personal recognition.
Visionary Leadership concerns with the future of the organization. The leader
prepares and lays activitiesthat will lead to the organizations development. Sashkin and
Robert (2003) suggest three personal characteristics that guide leaders behavioral
strategies; self - efficacy, power orientation and cognitive capability.
Soriano (2008) studied the different level of the student leaders and non-student
leaders in terms of the way they think of Emotional Intelligence and Transformational
Leadership. Using the different and more advanced survey questionnaire like Sixteen
Factor questionnaire, Bar-On Emotional Intelligence Inventory and Multifactor
Leadership Questionnaire they come up with the conclusion that student leaders are more
introduce to reasoning, emotional stability, social boldness and openness to change.
Baumann (2006) identified effectiveness of Leadership and Emotional
Competence in a group. He concluded that the leader will be the emotional laden that is
the source of eagerness in accomplishing the goal.
The study from the Center for Creative Leadership (2003) entitled Leadership
Skills and Emotional Intelligence reveals that advance level of leadership style is
associated with emotional intelligence. These will be further revealed in these following
areas like collaborative management, self-awareness, balancing personal life from work,
straightforwardness and composure, harmonious relationship to the members. These
factors are the things that a person may acquire to find in what they are doing and when
they compassionate about their work performance, it is easy for them to achieve the
group task and objectives.
Foreign Studies
Ahmad bin Esa et al (2013) stated in his study The relationship of Emotional
Intelligence and Leadership Styles of the final year level from Faculty of Technical and
Vocational Education at Universiti Tun Hussein Onn Malaysia (UTHM). that most of
the professional individuals rate Intellectual intelligence as 20 percent while Emotional
Intelligence as 80 percent. It shows that teachers must take full attention in developing
their self-awareness, self-management, social awareness and relationship management
elements. The respondents of the study are the final year level from Faculty of Technical
and Vocational Education at Universiti Tun Hussein Onn Malaysia (UTHM). So, into this
study, the researcher want to know if the final year students in the education field have
already prepared themselves with emotional intelligent, leadership style and knowledge
to become teachers.
The findings of the study show that the main foundation of the students to decide if they
need to continue their journey on becoming a license teacher is their emotional
intelligence. This is because EQ can help teachers to maintain their emotion towards
facing challenges as a teacher especially about the new changes made by Ministry
Education. From Fletcher (2007), says that the EQ has a relationship with teachers
stress. It also emphasizes the contribution of leadership styles to aspiring teachers
because it improves the School a good leader can leading the students with different
background and level to become successful students where they will improve the school
quality and standard.
There is relationship between Emotional Intelligence with Democratic Style where there
is a significant relationship between social awareness and self-management elements.
This is because from the level of emotional intelligence the students are in the moderate
level. So, it shows that the students did not have a high confident level to make decisions
but can be develop if they have enough experiences through team building and seminars.
Malikova (2014) stated in her study Teachers Trait Emotional Intelligence and
Leadership Style: do they depend on educational attainment and teaching experience?
that there is positive relationship between teachers Emotional Intelligence to the
Leadership Style of the Teacher more specifically the Democratic Leadership Styles.As
Singh and her colleagues (2012) posit, Emotional 2 Intelligence is important for a leader
because their Leadership Style has a big influence on the climate of the organization and
performance of subordinates
The study focuses on the relationship between teachers Trait Emotional Intelligence
(Trait EI), Leadership Style, educational Attainment and Teaching Experience within six
state secondary schools of Astana (Kazakhstan). The findings of the study shows that
there is a small correlation between length of service to the Emotional Intelligence of the
teacher yet the experience in teaching of the teacher is a factor why teachers have high
Emotional Intelligence. On the other hand the Leadership Style of the teacher affects the
personal values and beliefs, national cultures, or emotional intelligence. George(2000)
stated that One of such factors is a level of Emotional Intelligence (EI), which is regarded
as the key to effective Teacher Leadership
Local Studies
Castanada (2001) in her studyEmotional Quotient and Teaching Competencies
of Elementary Teachers revealed that teaching experiences change the attitude of the
teacher towards the curriculum and environmental adjustments. Her study reveals that
teachers with years of experience have the capability to cope with the changing situation
when it comes to their emotions than those teachers who have more years in teaching.
Barron (1997) explained that emotional intelligence is an array of skills, abilities,
competencies and capabilities needed to success in coping with environmental demands
and pressure and directly affect ones overall psychological well-being. He also
conducted a study showing that there is no significant difference between males and
females with their cognitive aspects. However, changes occur in their emotional
intelligences. Females are more aware of their feelings, relate better interpersonally and
act more responsibly. While, men seem to be more self-regard, independent and more
flexible and cope better.
Medley (2002) expressed that competency in teaching includes teachers
techniques, abilities, and skills in the provision of learning experiences that are expected
to bring about the desired learning outcomes among learners. Teaching competence
depends upon the teachers academic preparations, professional development and
achievement as well as his knowledge of his approach, methods and techniques in
teaching.
Hansford (1999) stated that the teacher should have effective communications
with his students. Effective communications include; interacting and transmitting
appropriate knowledge through the use of communication and socialization with the
students.
Losaria(2013) stated in her study Emotional Intelligence (EI) skills its
relationship to the teaching performance of teachers in Mlang East District that the
topic emotional intelligence is still relatively new; Therefore, It is critical to implement
effective EQ training into university curricula in order to prepare prospective teachers for
thriving teaching careers and successful personal relationships. To develop emotionally
intelligent teachers, It is important that the preparation and transfer-and maintenance
phases of their training process must be considered well. Yet too often these phases are
neglected in practice.
The study emphasizes the relationship of self-awareness, self-regulation,
motivation, empathy and social skills with the levels of Teaching Performance of
Teachers in Mlang East District. In the findings, the data reveals that the respondents
have the ability to identify, assess, and control their emotions; Also the teachers
experience teaching performance which is high with knowledge, skills and attitudes, but
needed further enhancement through attending seminars and training development.
Naraja (1997) stated in his study The leadership Styles of Public Secondary
School Teachers in the district of Placer and Gigaquit, division of Surigao Del Norte.
that the school administration and the supervisors are the source provider of the
leadership of the school teachers to be more effective in teaching as well as learning.
Leadership is the most potent good virus at the mean time the most dramatic activity
inside the school. It calls a larger responsibility for both students and teachers to achieve
the desired aim of education. Naraja study emphasizes the Leadership Styles of School
teachers when grouped by communication skills, classroom management, skills in
questioning, evaluation, remedial procedure and planning. This shows that the eighty
secondary school teachers which is fifty percent of the total universe of the study have
significant difference with their Leadership Style to their communication skills,
classroom management, skills in questioning, evaluation, remedial procedure and
planning.
Najara also accentuate Teaching job is a toxic job which requires an individual to
accommodate demanding Education System, Administrators, Supervisors, Co-Teachers,
Parents and Students and sometimes would be the cause of a downfall. That is the main
reason why a teacher should have a high Emotional Intelligence to handle difficult
situations and overload of works.
According to Singh quoted by Chechi(2012) different professions require
different Emotional Quotient and Teaching is one of the profession that requires high
level of Emotional Intelligence. Unrealistic expectations between teacher training and
reality of teaching and a lack of clear performance standards results into negative
outcome. The teacher must learn how to balance aspects in their life which may fall under
Emotional Intelligence.
Synthesis
Dimalanta (2009) determined the relationship between the emotional intelligence
and leadership styles of student leaders. In her study, she found out that the level of the
respondents emotional intelligence is high and Interpersonal competency was highly
manifested among them while stress-management, self-awareness and flexibility must be
improved. In terms of leadership, Democratic Leadership is highly evident among the
respondents which indicate that the respondents are open to their subordinates
suggestions and opinions in making decisions while moral, transformational and
charismatic leadership must be enhanced. Her study became the basis for the researchers
study.
Kamatchi et. al (2015) revealed that there is a significant relationship between the
emotional intelligence and leadership style among the secondary school teachers in their
region. Also, their research found out that there is a significant difference exhibit in
emotional intelligence and leadership styles variables with respect to different
demographic variables such as type of school and experience (emotional intelligence),
field of specialization and gender (leadership styles).
On the other hand, Strickland (2008) affirmed that significant relationship
between emotional intelligence and leadership styles is tenuous even in their different
components. Using the alumni of Wedgworth Leadership Institute for Agriculture and
Natural Resources as her respondents in the study, she identified that their dominant
leadership style is transformational leadership. The respondents acquired high level of
emotional intelligence and among its components, intrapersonal abilities are highly
manifested.
Chapter III
THE RESEARCH METHODOLOGY
This chapter presents the research design; the methodology used which includes
the respondents of the study, samples and sampling techniques, data gathering procedure,
instruments of the study and statistical treatment of the study.
A. Research Design
This study utilized descriptive method of the research which could support the data
that have collected relevant to the problem. The fundamental aimed in using the method
is to describe the nature of the situation as it existed in the time of the study. It assessed
the data to test hypothesis and answer questions to the problem concerning to the
leadership styles and emotional intelligence of the student leaders in Polytechnic
University of the Philippines San Pedro Campus
B. Respondents of the study
The respondents of the study were student teachers from Polytechnic University
of the Philippines San Pedro Campus with the total of 71 student teachers including
Bachelor in Secondary Education major in Math and English. The Polytechnic University
of the Philippines San Pedro Campus is an institution that produces students enrich with
excellence and skills. It is an epistemic community and passion-oriented individuals
supported by the city government of San Pedro City, Laguna and produces Filipino
citizens who are God-fearing, exhibit love for humanity and democracy, exercise
collegiality, practice integrity and credibility, shows transparency and accountability,
demonstrate passion for learning and Humanist internationalism. The research was
started during the School Year 2016 2017 in the Polytechnic University of the
Philippines.
C. Samples and Sampling Techniques
The research used purposive method. It is the data gathering procedure that chose
selected respondents based on the purpose of the study. The selected respondents were
student teachers from Bachelor of Secondary Education major in Math and English.
TABLE I
Major Student Teachers Population
English 32
Math 30
TOTAL 62
D. Data Gathering Procedure
In order to collect data, the researchers wrote a letter to the head of student affairs,
Joanne Faller-Antonio to seek approval to conduct the study among Polytechnic
University of the Philippines student leaders. The researchers personally distributed the
survey questionnaires, and the student teachers answered it. After retrieving it to the
presidents of different organizations, interpreting of gathered data followed.
E. Instrument of the Study
The researchers adapted the instrument from the offshoot which was utilized to
discover the level of Emotional Intelligence and Leadership Styles of the selected
respondents. The findings enacted as a basis for the preparation of the PUP Student
Leadership Program.
The researcher involved the Emotional Intelligence competencies in the study,
namely; self- awareness, interpersonal, stress-management, flexibility and disposition.
Out of the various Leadership Styles, the researchers only selected among Democratic,
Affiliative, Empowering, Moral, Charismatic, Transformational, Commanding and Pace-
setting Leadership that the researchers believed Polytechnic University of the Philippines
San Pedro Campus student teachers should acquire. The questionnaire will be adapted
from an expert in the field of education and psychology. To ensure the efficiency of the
questionnaire, this was piloted by the study of Josefa Advincula-Dimalanta, The
Emotional Intelligence and Leadership Styles of the Pamantasan ng Lungsod ng Pasig
Student Leaders: Bases for an Enhancement Program. The questionnaire was divided
into three parts: demographic profile of the students, the questionnaire on Emotional
Intelligence which composes the following competencies namely: self-awareness,
interpersonal, stress-management, flexibility and disposition and a questionnaire on
Leadership Styles which composes of the following elements: democratic leadership,
affiliative leadership, empowering leadership, moral leadership, charismatic leadership,
transformational leadership, commanding leadership and pacesetting leadership.
The questionnaire was validated by Dr. Carmen D. Solayao, an Ethics and
Principles of Nutrition and Wellness instructor, and Dr. Danilo B. Solayao, a special
lecturer of the course subject Child and Adolescent Development. In addition, items in
part two and three of the questionnaire are in the four-point Likert scale where four is the
highest and one is the lowest. This was explained using the adjective ratings as follows;
TABLE II
1.00-1.49 Never
1.50-2.49 Rarely
2.50-3.49 Often
3.50-4.00 Always
F. Statistical Treatment of Data
The researchers accumulated the data in answering the problems of the study. All the
data were based on the response of the respondents through the use of survey
questionnaire. The data assessed and tabulated using the following formula;
Frequency distribution and percentage to describe Demographic Profile of the
respondents.

%=
n x 100
Where: % - Percentage
f- Frequency
n- no. of cases or total sample
Questions number 1-2 computed Weighted Means and interpreted using the scale
below.
TABLE III.
1 1.49 Never
1.5 2.49 Seldom
2.5 3.49 Often
3.5 4 Always
1 1.49 Never
1.5 2.49 Seldom
Sum
TABLE IV
Range of Sum Verbal Interpretation
5 9 Not Dominant
10 15 Fair
16 20 Dominant
Kolmogorov-Smirnov Test for normality
Kolmogorov-Smirnov test was used to check the normality of the data. Having
difference in this table implies that the data is not normal. Otherwise, it is normal.
Based on the table above, the p-values of interpersonal, democratic, affiliative,
empowering, and moral were less than 0.05, hence those data were not normally
distributed. In this case, non-parametric tests will be applied. Parametric tests will
be utilized for the rest of the variables.
t-test of independent means
Mann-Whitneys Test
Analysis of Variance I (ANOVA I)
Kruskal-Wallis Test
.TABLE V
ANOVA or the F-test.
This statistical tool was used for the researchers to determine the difference
between the respondents age to their TPACK domains {[Technological
Knowledge (TK), Content Knowledge (CK), Pedagogical Knowledge (PK),
Pedagogical Content Knowledge (PCK), Technological Content Knowledge
(TCK), Technological Pedagogical Knowledge (TPK) and Technological
Pedagogical and Content Knowledge (TPACK).
1 2
=
(1 )3 (2 )2
+
1 2
Where:
t = one sample t-test value
1 = mean of the first group

2 = mean of the second group
1 = standard deviation of the first group
2 =standard deviation of the second group
1 = number of the cases in the first group
2 = number of the cases in the second group
Quality Assurance Guide Given the Mean
TABLE VI
Mean range Descriptive evaluation action to be done
3.35-4.00 Greatest strengths Maintain for organizing

Reached total quality system excellence
assurance status
2.68-3.34 Strengths Continue self-system

Not reached but evaluation
moving to total Maintain but must be
quality assurance given attention on
indicators to meet the
total quality assurance
status
Continue search and
action for improvement
2.01-2.67 Strengths Further enhancement /

Not reached total Improvement/Enrichme
quality assurance nt of indicators to meet
the total quality
assurance
Below 2.00 Weaknesses Components and

Very far from total indicators must be given
quality assurance further attention.
Cooperative measures in
keeping with the theory
of total quality
assurance ( to attain
total quality standard
and stirring up to total
quality assurance )
Based on the table 6, if the mean score is less than 2.00 than the description is
considered as weakness or threat, otherwise, it is considered as strengths or
opportunity. If the mean score is between 3.35 to 4.00 then it is considered as
greatest strengths or opportunity which needs to maintain. From 2.68 to 3.34 are
strength but not fully attained the total assurance status which requires continue
search and improvement. From 2.01 to 2.67 are also strengths but not reached the
total quality assurance status which requires further enhancement. This table was
adopted from the work of De Castro (2014).
Chapter IV
Presentation, Analysis and Interpretation of Data
This chapter presents the findings of the study, the analyses and interpretation of data
gathered on the student teachers emotional intelligence and leadership styles as
evaluated through survey questionnaire in the Polytechnic University of the Philippines
San Pedro Campus.
Table VII
Frequency and Percentage Distribution of the Respondents by Age
AGE FREQUENCY PERCENTAGE

18 1 1.6 %
19-20 45 72.6%
21-22 9 14.5%
23-24 4 6.5%
25 and above 3 4.8%
Total 62 100%
Table VII shows the total number of respondents according to their age from which out
of 62 students, there are 45 students who aged between 19-20 years old (72.6%), 9
students who aged 21-22 years old (14.5%), 4 students who aged between 23-24 years
old (6.5%), 3 students who aged 25 years old and above (4.8%) and only one student who
aged 18 years old.
AGE
4.80% 1.60%
6.50%
18
14.50% 19-20
21-22
23-24
25 and above
72.60%
FIGURE II.
Table VIII
Frequency and Percentage Distribution of the Respondents by Gender
Gender Frequency Percent

Male 20 32.3%
Female 42 67.7%
Total 62 100.0
Table VIII shows the total number of the respondents who are the student teachers from
BSEd-4E and BSEd-4M of PUPSPC from which out of 62 respondents there are 42 or
67.7% females and 20 or 32.3% males. This implies that majority of the respondents are
female.
Gender
Female Male
32%
68%
FIGURE III
Table IX
Frequency and Percentage Distribution of the Respondents by Major
Major Frequency Percent

Mathematics 30 48.4%
English 32 51.6%
Total 62 100%
Table IX shows 32 or 51.6% of the respondents are English Major while the remaining
30 or 48.4% are Math Majors. This implies that most of the respondents are student
teachers from BSEd-English.
Major
Math English
48%
52%
FIGURE IV
Table X
Weighted Mean and Verbal Interpretation of Student Teachers Self-Awareness
Competency
Self-Awareness
Description Mathematics English Combined
Weighted Verbal Weighted Verbal Weighted Verbal
Mean Interpretation Mean Interpretation Mean Interpretation
1. I am 3.03 Often 3.44 Often 3.24 Often
sensitive to
the feelings of
the students.
6. I am aware 3.00 Often 3.38 Often 3.19 Often
of the
consequences
of my
decisions.
11. I can 3.00 Often 3.16 Often 3.08 Often
identify my
strengths and
weaknesses.
16. I feel good 2.80 Often 2.91 Often 2.85 Often
about myself.
easily identify
the things that
make me
happy, sad or
angry.
Mean 2.92 Often 3.20 Often 3.06 Often
The table shows the weighted mean in the emotional intelligence of self-awareness. The
English majors gained 3.20 or verbally interpreted as often and the Math majors gained
2.92 verbally interpreted as often. The weighted mean of all the student teachers is 3.06
verbally interpreted as often. This implies that though both majors often manifest self-
awareness, their emotions, strengths, weaknesses, drives, values, goals and recognizing
their impact on others while using their common sense to make decisions (Goleman,
1995), English majors are more aware of their personality.
TABLE XI
Weighted Mean and Verbal Interpretation of the Student Teachers Interpersonal
Competency
Interpersonal
2. I respect
my
students 3.20 Often 3.47 Often 3.33 Often
suggestions
and ideas.
7. I am
pleased to
help other
people 3.27 Often 3.63 Always 3.45 Often
especially
my
students.
12. I show
concern for
the
3.40 Often 3.34 Often 3.37 Often
problem of
the
students.
17. I get
along well
with the
students.
22. I am
careful
with the
effect of
my
behaviour
to the
students.
The table shows the emotional intelligence of Interpersonal with English majors
weighted mean of 3.41 or often, 3.24 weighted mean of the Math majors or often and
3.32 or verbally interpreted as often in both majors. This implies that both majors have
the ability to maintain harmonious relationship with other people and they have good
listening skills and so they were good in interpersonal skills but English majors manifest
more of these characteristics.
Table XII
Weighted Mean and Verbal Interpretation of the Student Teachers Stress-
Management Competency
Stress Management
3. I show
patience to my
students during 3.23 Often 3.13 Often 3.18 Often
disappointing
situations.
8. I confide to
my close co-
student
teachers about
persisting
problems.
13. I show
composure to
my students 3.23 Often 3.13 Often 3.18 Often
even under
pressure.
18. I divert my
worries and
anxieties by
doing
something
worthwhile
together with
my students.
23. I indulge in
enjoyable
activities with
my students/
co-student
teachers to
reduce or
eliminate stress.
The table shows the emotional intelligence of stress management. Math majors gained a
weighted mean 3.27 or often, than the English majors, 3.11 or often. This implies that
both majors have the ability of managing or redirecting ones descriptive emotions and
impulses and adapting to changing circumstances but Math majors manifest it more
often.
Table XIII
Weighted Mean and Verbal Interpretation of the Student Teachers Flexibility

Competency
Flexibility
4. I make
lots of pros
and cons as
routine
before
solving a
conflict with
my students.
9. I revise
certain
plans to
align these
to the goals
of the class.
14. I consult
to the
opinions of
my
coordinating
teacher
before doing
the choices.
19. I include
all the
possible
details and
adjustments 3.17 Often 3.22 Often 3.19 Often
in planning
an activity
with my
students.
24. I easily
adapt to
new
classroom 3.30 Often 3.16 Often 3.23 Often
conditions
as
necessary.
The table shows the emotional intelligence of flexibility of Math and English majors.
Math majors often manifest flexibility with 3.29 the same goes with English majors with
3.15. Combined, the weighted mean is 3.22 which imply that both majors often have the
ability to adapt to new environment and know how to make a better decision in a given
situation. They can also perform differentiated tasks depending on what the situation
need. It is just that Math majors manifest it more often.
Table XIV
Weighted Mean and Verbal Interpretation of the Student Teachers Disposition

Competency
Disposition
5. I look for 3.17 Often 3.38 Often 3.27 Often
something
positive in
every student.
10. I am in 2.83 Often 2.97 Often 2.90 Often
full control of
myself and of
the classroom
in every
situation.
handle even
the most
upsetting
problems
inside and
outside the
classroom
(lesson plan,
co-teachers,
students, etc.).
20. I smile 2.73 Often 3.28 Often 3.01 Often
inside and
outside the
classroom to
inspire my
students.
25. I entertain 2.80 Often 3.47 Often 3.13 Often
things/
questions
according to
my priorities
in relevance
with the
lesson.
The table shows the emotional intelligence of disposition of both majors is 3.03, verbally
interpreted as often. The Math majors gained a weighted mean of 2.85 or verbally
interpreted as often while the English gained a weighted mean of 3.21. This implies that
English majors have more awareness of the condition in a place or situation than Math
majors.
Table XV
Weighted Mean and Verbal Interpretation of the Student Teachers Democratic
Leadership
Democratic Mathematics English Combined
26. I
encourage
students to
3.17 Often 3.63 Always 3.40 Often
voice out their
feelings, ideas
and opinions.
34. I consult
my students
before
deciding and
acting on
certain issues.
42. I listen to
both parties
when there
are
arguments 3.07 Often 3.47 Often 3.27 Often
and
disagreements
between
students.
50. I consider
the rights of
the students
even when
Im greatly
disappointed.
58. I discuss
the
consequences
and let them
be
accountable
of their
actions.
The table shows that both majors often manifest democratic leadership with the weighted
mean of 3.19. The Math majors get a weighted mean of 3.05, verbally interpreted as often
and the English majors get a weighted mean of 3.34, verbally interpreted as often. This
implies that both majors encourage their students to participate actively in the classroom
actively like decision making but English majors use more of these collaborative
suggestions in making decisions than the Math majors.
Table XVI
Weighted Mean and Verbal Interpretation of the Student Teachers Affiliative
Leadership
Affiliative Mathematics English Combined

27. I give
assistance to the
students who are
having difficulties
understanding my
lesson.
35. I give rewards
and incentives to 2.90 Often 3.13 Often 3.01 Often
my students.
43. I give morale
support to the
students who have 2.93 Often 3.41 Often 3.17 Often
personal
problems.
51. I am very
sensitive to the
things that Im
going to say in
front of my
students.
59. I show
confidence in 3.40 Often 3.44 Often 3.42 Often
teaching.
The table shows the weighted mean of the Student Teachers affiliative leadership. It is
shown that Math majors have 3.07, verbally interpreted as often while the English majors
have 3.38, verbally interpreted as often. Combined, the weighted mean is 3.22, verbally
interpreted as often. This implies that both majors are open to communication and love
giving praises but English majors manifest it more.
Table XVII
Weighted Mean and Verbal Interpretation of the Student Teachers Empowering
Leadership
Empowering Mathematics English Combined

28. I encourage 3.20 Often 3.34 Often 3.27 Often
sense of
responsibility and
initiative to my
students.
36. I give my 3.23 Often 3.34 Often 3.29 Often
students simple
activities yet
stimulating and
challenging.
44. I recognize 3.37 Often 3.63 Always 3.50 Often
individual efforts
of my students.
52. I motivate my 3.23 Often 3.22 Often 3.23 Often
students to feel
comfortable with
their group mates
or partner.
60. I motivate my 3.33 Often 3.44 Often 3.39 Often
students to make
quality outputs.
The table shows that Math majors gained a weighted mean of 3.27 or verbally interpreted
as often when it comes to empowering leadership, the same goes with the English majors
with the weighted mean of 3.39. The weighted mean of the two majors combined is 3.33
or often. This implies that the student teachers leader recognizes every individual work
and their significance especially the English majors.
Table XVIII
Weighted Mean and Verbal Interpretation of the Student Teachers Moral
Leadership
Moral Mathematics English Combined

29. I withstand
opposition
because of 3.23 Often 2.97 Often 3.10 Often
unstained track
record.
37. I try to
preserve my
integrity and good 3.55 Always 3.44 Often 3.49 Often
image as an
educator.
45. I am careful
with my choice of 3.30 Often 3.34 Often 3.32 Often
words.
53. I use
optimistic and
encouraging
words to get the
attention of my
students
61. I encourage
discipline and 3.23 Often 3.44 Often 3.34 Often
proper decorum.
The table shows Math majors have the weighted mean of 3.30, verbally interpreted as
often when it comes to empowering leadership; the English majors have 3.31, verbally
interpreted as often; and the combined have 3.30, verbally interpreted as often. This
implies that both majors are cultural oriented and bounded by ethical standards just that
English manifest it more often.
Table XIX
Weighted Mean and Verbal Interpretation of the Student Leaders Charismatic
Leadership
Charismatic Mathematics English Combined

30. I can inspire 3.17 Often 3.38 Often 3.27 Often
and influence my
students to work
with dedication.
38. I encourage 3.23 Often 3.53 Always 3.38 Often
my students to
clarify questions
that may lead to
better decision
and action.
46. I am 3.10 Often 3.38 Often 3.24 Often
courageous and
tough person
during
frustrations
especially when
handling
misbehaved
students.
54. I use 3.27 Often 3.44 Often 3.35 Often
optimistic and
encouraging
words to get the
attention of my
students
62. I assume 3.30 Often 3.53 Always 3.42 Often
responsibility for
my actions and
decisions.
The table shows that Math majors weighted mean is 3.21, verbally interpreted as often;
English majors is 3.45, verbally interpreted as often; and when combined is 3.33,
verbally interpreted as often. This implies that both majors have magnetic personalities
and they serve as a role model to their students especially the English Majors.
Table XIV
Weighted Mean and Verbal Interpretation of the Student Teachers
Transformational Leadership
Transformational Mathematics English Combined

31. I fulfil my
commitment to
myself, to others
and to class.
39. I implement
activities leading
to the
enhancement of 3.23 Often 3.41 Often 3.32 Often
talents and
potentials of my
students.
47. I initiate
projects that build
3.00
harmonious and
Often 3.41 Often 3.20 Often
satisfying
relationships
among students.
55. I encourage
my students to 3.47 Often 3.38 Often 3.42 Often
lead.
63. I am
concerned with
the development
3.43 Often 3.59 Always 3.51 Alwayxs
of the students
self-esteem and
self-actualization
The table shows that the weighted mean of the Math majors for their transformational
leadership is 3.27, verbally interpreted as often; the English majors is 3.44, verbally
interpreted as often; and when combined is 3.36, verbally interpreted as often. This
implies that the student teachers, especially the English majors promote positive change.
Table XX
Weighted Mean and Verbal Interpretation of the Student Teachers Commanding
Leadership
Commanding Mathematics English Combined

32. I tell my
students what to
do so they wont
get lost.
40. I make sure I
have the authority
among the
3.53 Always 3.56 Always 3.55 Always
students inside
and outside the
classroom.
48. I strictly
implement rules 3.47 Often 3.28 Often 3.37 Often
and regulations.
56. I dont allow
my students to do
a certain activity 3.30 Often 3.22 Often 3.26 Often
without my
permission.
64. I direct my
students of what to 3.57 Always 3.66 Always 3.61 Always
do in the activity.
The table shows the Math majors weighted mean in commanding leadership is 3.46,
verbally interpreted as often; the English majors is 3.45, verbally interpreted as often;
and combined is 3.46, verbally interpreted as often. This implies that both majors,
especially the math majors, tend to be a disciplinarian and leads through authorities
bounded by rules and regulations.
Table XXI
Weighted Mean and Verbal Interpretation of the Student Teachers Pace-Setting
Leadership
Pace-setting Mathematics English Combined

33. I give
constructive
criticisms to
empower my
students to do
better.
41. I give
appropriate
sanctions for any 2.80 Often 3.06 Often 2.93 Often
violation.
49. I frankly tell
my students what
is wrong and what 2.63 Often 3.31 Often 2.97 Often
is needed.
57. I tell my
students my
expectations and 2.50 Often 3.13 Often 2.81 Often
standards.
65. I tell my
students what is
wrong so they can 2.93 Often 3.50 Always 3.22 Often
improve.
The table shows that the pace-setting leaderships weighted mean is 2.8, verbally
interpreted as often; the English majors is 3.28, verbally interpreted as often; and
combined is 3.04, verbally interpreted as often. This implies that both majors often
improve ones work by giving constructive criticisms and more often observed in the
English majors.
Frequency and Percentage Distribution of the Respondents
TABLE XXII
DEMOCRATIC
Math English Total

Frequency Percentage Frequency Percentage Frequency Percentage
Dominant 17 57% 25 78% 42 68%
Fair 13 43% 6 19% 19 31%
Not
0 0% 1 3% 1 2%
Dominant
Total 30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Democratic Leadership with the
total percentage of 68%.This implies that English and Math Majors are Democratic
Leaders.
TABLE XXIII
AFFILIATIVE
Math English Total

Dominant 18 60% 27 84% 45 73%
Fair 12 40% 4 13% 16 26%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Affiliative Leadership with the
total percentage of 73%.This implies that English and Math majors are Affiliative
Leaders.
TABLE XXIV
EMPOWERING
Math English Total

Dominant 21 70% 24 75% 45 73%
Fair 9 30% 7 22% 16 26%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Empowering Leadership with the
total percentage of 73%.This implies that English and Math majors are Empowering
Leaders.
TABLE XXV
MORAL
Math English Total

Dominant 22 73% 22 69% 44 71%
Fair 8 27% 9 28% 17 27%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Moral Leadership with the total
percentage of 71%. This implies that English and Math majors are Moral Leaders.
TABLE XXVI
CHARISMATIC
Math English Total
Dominant 21 70% 26 81% 47 76%
Fair 9 30% 5 16% 14 23%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Charismatic Leadership with the
total percentage of 76%. This implies that English and Math majors are Charismatic
Leaders.
TABLE XXVII
TRANSFORMATIONAL
Math English Total
Dominant 20 67% 27 84% 47 76%
Fair 10 33% 4 13% 14 23%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Affiliative Leadership with the
total percentage of 73%.This implies that the respondents are Affiliative Leaders.
TABLE XXVIII
COMMANDING
Math English Total

Dominant 23 77% 27 84% 50 81%
Fair 7 23% 4 13% 11 18%
Not 0 0% 1 3% 1 2%
Dominant
30 100% 32 100% 62 100%
The table shows that both respondents are dominant to Commanding Leadership with the
total percentage of 81%.This implies that the respondents are Commanding Leaders.
TABLE XXIX
PACE-SETTING
Math English Total
Dominant 11 37% 22 69% 33 53%
Fair 17 57% 9 28% 26 42%
Not 2 7% 1 3% 3 5%
Dominant
30 100% 32 100% 62 100%
This table shows that Math Majors were considered fair to Pace-Setting Leadership
with the percentage of 57% and English Majors are dominant to Pace-Setting Leadership
with the percentage of 53%.This implies that English Majors are Pace-Setting Leaders.
P-Values of Emotional Intelligence
Self- Interpersonal** Stress Flexibility* Disposition*
Awareness* Management*
Gender 0.969 0.345 0.222 0.367 0.991
Age 2.557 1.603 3.298 3.301 3.316
Major 0.073 0.093 0.194 0.245 0.024r
Differences between the variables were measured and represented by p-values
above. If the p-value less than 0.05, it implies that difference exists, otherwise the
difference is weak. There is no significant difference between self-awareness (t = -
1.824, p > 0.05), interpersonal (U = 0.3455, p > 0.05), stress management (t = 1.312, p
> 0.05), flexibility (t = 1.175, p > 0.05), disposition (t = -2.318, p > 0.05) and gender.
There is no significant difference between self-awareness (H = 2.557, p > 0.05),
interpersonal (F(4,57) = 1.603, p > 0.05), stress management (H = 3.298, p > 0.05),
flexibility (H = 3.301, p > 0.05), disposition (H = 3.316, p > 0.05) and age. There is no
significant difference between self-awareness (t = -0.400, p > 0.05), interpersonal (U =
0.093, p > 0.05), stress-management (t = 1.234, p > 0.05), flexibility (t = 0.909, p >
0.05) and specialization/major. On the other hand, there is a significant difference
between disposition (t = 0.011, p < 0.05) and major. English majors responded the
highest mean in this category. This implies English majors have the emotional ability to
know where to stand in different situation. Also, English majors recognize the way of
adaptability in different scenarios.
P-Values of Leadership Styles
Transformational
Commanding
Empowering
Charismatic
Pace-setting
Democratic
Affiliative
Moral
Gender 0.767 0.808 0.479 0.675 0.808 0.848 0.963 0.906
Age 0.635 1.088 1.170 0.937 1.777 1.485 3.276 5.586
Major 0.006r 0.007r 0.264 0.318 0.086 0.204 0.944 0.003r
There is no significant difference between being democratic (U = 400.500, p > 0.05),
affiliative (U = 404.000, p > 0.05), empowering (U = 373.500, p > 0.05), moral (U =
392.500, p > 0.05), charismatic (t = -1.744, p > 0.05), transformational (t = -1.285, p >
0.05), commanding (t = 0.071, p > 0.05), pacemaker (t = -3.105, p > 0.05) and gender.
There is also no significant difference between being democratic (F(4,57) = 0.635, p >
0.05), affiliative (F(4,57) = 1.088, p > 0.05), empowering (F(4,57) = 1.170, p > 0.05),
moral (F(4,57) = 0.937, p > 0.05), charismatic (H = 1.777, p > 0.05), transformational (H
= 1.485, p > 0.05), commanding (H = 3.276, p > 0.05), pacemaker (H = 5.586, p > 0.05)
and age. There is no significant difference between being empowering (U = 401.500, p >
0.05), moral (U = 410.000, p > 0.05), charismatic (t = 0.243, p > 0.05), transformational
(t = 0.192, p > 0.05), commanding (t = -0.470, p > 0.05) and their major. There is a
significant difference between being democratic (U = 287.500, p < 0.05), affiliative (U =
289.500, p < 0.05), pacesetting (t = - 0.379, p < 0.05) and their major. English majors
respond the highest mean for being democratic and being affiliative than Math majors.
Otherwise, Math majors respond positively than English major in being pacesetting. This
implies that English majors tend to be Democratic and Affiliative while Mathematics
majors are Pace-setting leaders. This implies that English majors are open to suggestions
and opinions of others in decision-making and enhance others works through giving
positive feedback and praises while Math majors are bound to standards to criticize ones
work to enhance it.
Legend:
*p-values using parametric test (t-test of independent means or ANOVA I)
**p-values using non-parametric test (Mann-Whitneys or Kruskal-Wallis)
r there is a significant difference
CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the research findings, the conclusions
derived from the findings and recommendations.
Summary of Findings
The study revealed the following findings:
1. Profile of the Respondents
Out of the 62 respondents, 1 (1.6%) of the population were between 18 and
below, 45 (72.6 %) were 19 to 20 years old, 9 (14.5%) were 21 to 22 years old, 4
(6.5%) were 23-24 years old, 3 (4.8%) were 25 and above. In terms of gender, 20
(32.2%) of the respondents were male and 42 (67.7%) were female. With regards
to the major, 30 (48.4%) of the respondents were Mathematics Major and 32
(51.6%) were English Major.
2. The Level of Emotional intelligence and Leadership Styles of the
Respondents
2.1 The level of Emotional Intelligence of the Respondents
Based on the data, the level of Emotional Intelligence among Polytechnic University
of the Philippines San Pedro Campus Student Teachers was ranked as follows: 3.32 is
interpersonal, 3.22 is flexibility, 3.19 is stress management, 3.06 is self-awareness
and 3.03 is disposition.
2.2 The level of Leadership Styles of the Respondents
Based on the data, the level of Leadership styles among Polytechnic University of the
Philippines San Pedro Campus Student Teachers were ranked as follows: 3.51 is
transformational, 3.46 is commanding, 3.33 are empowering and charismatic, 3.30 is
moral, 3.22 is affiliative, 3.19 is democratic, 3.04 is pace-setting.
2.3 The level of Emotional Intelligence by Major
Based on the data, the level of Emotional intelligence is identified as follows; English
Majors with the means of 3.20 obtain the highest Self-Awareness and Math Majors
acquired the lowest with the means of 2.92. English Majors with the means of 3.41
obtain the highest Interpersonal and Math Majors acquired the lowest with the mean
of 3.24. Math Majors with the mean of 3.27 obtain the highest Stress Management
and English Majors acquired the lowest with the mean of 3.11. Math Majors with the
mean of 3.29 obtain the highest Flexibility and English Majors acquired the lowest
with the mean of 3.15. English Majors with the mean of 3.21 obtain the highest
Disposition and Math Majors acquired the lowest with the mean of 2.85.
2.4 The level of Leadership styles by Major
Based on the data, the level of Leadership Styles is identified as follows; English
Majors with the mean of 3.34 obtain the highest Democratic Leadership and Math
Majors acquired the lowest with the mean of 3.05. English Majors with the mean of
3.38 obtain the highest Affiliative Leadership and Math Majors acquired the lowest
Empowering Leadership and Math Majors acquired the lowest with the mean of 3.27.
English Majors with the mean of 3.31 obtain the highest Moral Leadership and Math
Majors acquired the lowest with the mean of 3.30. English Majors with the mean of
3.45 obtain the highest Charismatic Leadership and Math Majors acquired the lowest
Transformational Leadership and Math Majors acquired the lowest with the mean of
3.27. Math Majors with the mean of 3.46 obtain the highest Commanding Leadership
and English Majors acquired the lowest with the mean of 3.45. English Majors with
the mean of 3.04 obtain the highest Pace-Setting Leadership and Math Majors
acquired the lowest with the mean of 2.80.
3. The difference between Emotional Intelligence when grouped by profile
3.1 The difference between Emotional Intelligence when grouped by age
There no significant difference between self-awareness (H= -2.557, p > 0.05),
interpersonal
(F(4,57)=1.603, p > 0.05), stress-management (H= 3.298, p > 0.05), flexibility (H=
3.302, p > 0.05), disposition (H= 3.316, p > 0.05) , and age.
3.2 The difference between Emotional Intelligence when grouped by gender
The difference between the variables were measured and represented by p-value. If the p-
value less than 0.05, it implies that difference exists, otherwise the difference is weak.
There no significant difference between self-awareness (t= -1.824, p > 0.05),
interpersonal
(U= 0.3455, p > 0.05), stress-management (t= -2.318, p > 0.05), flexibility (t= 1.175, p >
0.05), disposition (t= -2318, p > 0.05) and gender.
3.3 The difference between Emotional Intelligence when grouped by Major
There no significant difference between self-awareness (t= -0.400, p > 0.05),
interpersonal
(U=0.093, p > 0.05), stress-management (t= 1.234, p > 0.05), flexibility (t= 0.909, p >
0.05), and age. However, there is a significant difference between disposition (t= 0.011 p
> 0.05) and major. The English major responded the highest mean in this category with
the *p-value of 0.024r .
4. The difference between Leadership Styles when grouped by profile.
4.1 The difference between Emotional Intelligence when grouped by gender.
There is no significant difference between being democratic (U= 400.500, p >
0.05), affiliative (U=404.000, p > 0.05), empowering (U= 373.500, p > 0.05), moral
(U=392.500, p > 0.05), charismatic (t= -1.744, p > 0.05), transformational (-1.285, p >
0.05), commanding (t=0.071, p > 0.05) , pace-setting ( t= -3.105, p > 0.05) and gender.
4.2 The difference between Leadership Styles when grouped by age.
There is no significant difference between being democratic (F(4,57)= 0.635, p >
0.05), affiliative (F(4,57)=1.088 , p > 0.05), empowering (F(4,57)=1.170 p > 0.05), moral
(F(4,57)=0.937 p > 0.05), charismatic (H= 1.777 ,p > 0.05), transformational ( H= 1.485
,p > 0.05), commanding (H= 3.276 ,p > 0.05), pace-setting (H= 5.586 ,p > 0.05) and age.
4.3 The difference between Leadership Styles when grouped by major.
There is no significant relationship between being empowering (U=401.500, p >
0.05), moral (U= 410,500, p > 0.05), charismatic (t= 0.243, p > 0.05), transformational
(t= 0.192, p > 0.05), commanding (t=-0.470, p > 0.05) and their major. However, There is
a significant difference of English majors and Math majors between their leadership
styles and major in terms of democratic leadership (U=287.500) with *p-value of 0.006r,
,affiliative leadership(U=289.500, p > 0.05) with the *p-value of 0.007r and pace-setting
(t= -0.379, p > 0.05) with the *p-value of 0.003r. . English majors responded the highest
mean of being democratic and affiliative while Math Majors responds positively in terms
of pace-setting.
Conclusions
Based on the finding revealed, the researcher carried out
1. The majority of the respondents were aged 19-20. It was found that
most of the respondents are female.
2. Majority of the levels of the Emotional Intelligence of the Student
Teachers in Polytechnic University of the Philippines were found to
agree that they are aware of their emotion and they have the ability to
assess, control, identify their emotions.
3. English Majors possess the Leadership Style of democratic, affiliative,
empowering, moral, charismatic and pace-setting on the other hand;
Math major possesses the Leadership Style of commanding.
4. There is no significant difference between Emotional Intelligence and
Leadership Style to their age and gender. However, Emotional
Intelligence has significant difference between their major in terms of
Disposition and Leadership Styles has significant difference between
their major. Math responded as a pace-setting while English responded
as democratic and affiliative.
Recommendations
In the light of the results, the recommendations are given;
1. Enhancement Program. This Enhancement Program is aimed to continuously
develop the Emotional Intelligence and Leadership Styles of both English and
Math majors. Also this program will help them to realize the essence of teaching
and to internalize their own characteristics and potentials as well as their
weaknesses.
2. Leadership Enhancement Program. The teachers are bound to give directions to
their students because they are instructors. As expected, they are more exposed in
socializing with the students and understanding their capabilities, however, the
heart of leading them is the proper way of planting them the knowledge is through
effective command which must be improved by the English majors. On the other
hand, the Math majors must continuously maintain their ability to command and
pay attention to the remaining Leadership Styles.
3. The school must endeavour to influence the Student Teachers and Coordinating
Teachers to attend Seminars and Enhancement Program that will help them to
progress in their profession of being a teacher.
4. Students Assessment. Aside from complying with Seminars and Enhancement
programs, teachers must also have all ears for the feedback of their students who
received the product of what a teacher gained in their studies and also the one
who can give an honest evaluation of their performance inside the classroom.
5. The teachers must continuously seek for further information and studies about
enhancing their Emotional Intelligence to be more knowledgeable in their chosen
field of expertise and dont just settle for their knowledge of todays nature of
teaching.
6. The teachers must acquire the different types of Leadership Styles and learn how
to maximize its use in adapting to different situations.
7. The Teachers should know how to build harmonious relationship towards their
students but also they must recognize the limits.
8. For the future researcher, they must try to use the students of Student Teachers as
their respondents because it may give fruitful evaluation to the level of Emotional
Intelligence and Leadership Styles of the Student Teachers.
ABSTRACT
This study explores the difference of the Emotional Intelligence (EI) and
Leadership Style (LS) of the Student Teachers of Polytechnic University of the
Philippines San Pedro Campus in terms of the demographic profile provided (Age,
Gender and Major). High Emotional Intelligence and versatility in different Leadership
Style has a great effect on the outcome of the students learning. Teacher who has low
Emotional Intelligence and low Leadership Style tends to face problems negatively.
The information about the Emotional Intelligence and Leadership Style was
gathered with the use of test questionnaires. After the questionnaires were administered
and the data were formulated, the researchers arrived at the conclusion that there is a
significant difference in disposition when it comes to Emotional Intelligence while in
Leadership Style, there is a significant difference in Pace-Setting which is supporting the
hypothesis.

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POLYTECHNICUNIVERSITY OF THE PHILIPPINES

The Problem and Its Background

needs of the members.

harmony and the communion of teacher and the students.

Background of the study

Edward Thorndike (1930), defined Emotional Intelligence in relation to a form of

social intelligence which includes self-consciousness of others' feelings and emotions, to

was a newly-proposed form of intelligence that talked about one's capability of

introduced the concept of Multiple Intelligence specifically, Interpersonal and

Intrapersonal Intelligences which serve as the key components for Emotional

Intelligence. These specific intelligences discussed the different dimensions of emotion

thinking and is expected to meditate, reflect, exhibit self-discipline and maintain

emotion: developing emotional intelligence; self-integration; relating to fear, pain and

desire (theory, structure of reality, problem-solving, contraction/expansion, tuning

Mayer (1990) published their famous article in Emotional Intelligence in a journal

Intelligence; Why it Matters More than IQ?Lastly, Consortium for Research on

Emotional Intelligence in Organization conducted a research to identify emotional and

Emotional Intelligence has been associated with leadership. Why is it so?

explains. A superior teacher demonstrates. The great teacher inspires".

One of the problems students encounter in a classroom is the teacher itself. It is a

Golemans Emotional Intelligence, leaders with high IQ alone fail to manage an

Department" which summarizes his insight about Emotional Intelligence as an important

intelligence that qualifies an individual to be an efficient leader.

Roberts said that emotional intelligence is an elusive concept. It appears to be more

allegorical than logical. Emotional Intelligence is the capacity to enhance oneself, to

accurately perceive emotions of others and to take cognizance of what is happening.

Mayer and Mitchell (1998)said Emotional Intelligence is an aspect of class of

intelligences including the social, practical and personal intelligence or HOTS

According to Daniel Goleman, there are five areas of Emotional Intelligence;

1. Self-awareness - knowing ones emotions, strengths, weaknesses, drives, values and

2. Interpersonal - it is the ability to maintain harmonious relationship with other people.

3. Stress-management - managing or redirecting ones descriptive emotions and impulses

and adapting to changing circumstances.

better decision in a situation.

5. Disposition - It is recognizing general mood in a given situation.

learned capabilities that must be worked on and can be developed to achieve an

intelligence that determines their potential for learning emotional competencies.

Salovey and Mayer(1990) claimed that Emotional Intelligence is the ability to

information to guide thinking and actions.

Freedman (2007) stated that Emotional Intelligence is the way of recognizing,

responsible for as much as 80% of the success in our lives.

1. Democratic Leadership - encouraging the member to be active and participate in

harmonious relationship among members.

3. Empowering Leadership - the leader focuses on stirring positive emotions by purely

principles and standards. The leader respects each of the members.

magnetic personality where leaders influence his/her members to perform well.

6. Transformational Leadership - a leader who inspires his/her members. It promotes

others, group and organization.

members must be amenable to do.

Input Process Output

In Input, includes Emotional Intelligence such as; self awareness, interpersonal,

stress- management, flexibility, disposition and Leadership Styles such as democratic

Leadership, affiliative Leadership, empowering Leadership, moral Leadership,

charismatic Leadership, transformational Leadership, commanding Leadership,

In the Output, includes proposed intervention programs to enhance the Emotional

Intelligence and Leadership skills of student leaders.

Statement of the Problem

Specifically, it will answer the following questions:

1. What is the profile of the respondents in terms of the following?

2. What is the level of Emotional Intelligence of the respondents in terms of the

2.3 Self - management

3. What is the Leadership Styles of the respondents in terms of the following:

4. Is there a significant difference between the Emotional Intelligence and Leadership