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CHAPTER I

INTRODUCTION

Background of the Study

Personality traits are enduring tendencies to feel,

think, and act in certain ways (Jones and George, 2003).

These enduring tendencies can be used to describe the

personalities of individuals. Sometimes some individuals

believe that they are competent, deserving, and capable of

handling most situations, while others have poor opinions

of themselves, are unsure about their capabilities, and

question their ability to succeed at different endeavors.

Individuals therefore may either have high or low self-

esteem (George, Collins, Fritz, Rise and Vang, in Jones and

George, 2003).

EQ actually stands for emotional intelligence

quotient. Much like an intelligence quotient, or IQ, an EQ

is said to be a measure of a persons emotional

intelligence. EQ is a concept that was further popularized

by Daniel Goleman. Regardless of the actual scientific

basis of measuring EQ, the concept is used in many

different settings. One popular setting that employs

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attempts at measuring EQ is the corporate world. Many

businesses utilize EQ tests to help their employees

determine and measure their emotional responses to various

situations. While most corporate EQ tests are administered

on the basis that a persons EQ can be modified or

increased, there is dispute about whether emotional

intelligence is standard or can be changed.

A persons EQ can be measured using any one of a

number of assessments, including one developed by the

aforementioned Salovey and Mayer in 1990. Some assessments

utilize self-given responses while others are peer-given

responses. An EQ test may give insight into a persons

personality and psychological make up, but discovering the

true meaning of EQ and its relationship to and impact on a

persons life and social performance may be years and many

studies away from anything definitive.

New brain research suggests that emotions, and not IQ,

may be the true measure of human intelligence. The phrase

emotional intelligence was coined by Yale psychologist

Peter Salovey and the University of New Hampshires John

Mayer five years ago to describe qualities like

understanding ones own feelings, empathy for the feelings

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of others and the regulation of emotion in a way that

enhances living (Gibbs, 2005).

In this present day and age, quality is the name of

the game. The Department of Education is committed to

providing a quality system of public education. This

commitment is channeled to the teachers tasked to help

students develop their abilities, attitudes, and skills for

them to function effectively in a rapidly changing

environment (TIP Manual, 2007). The quality of aneducational system depends on the quality of the teachers.

The great responsibility therefore is given to the

teachers. This implies that the teachers should be

competent facilitators and managers of the learning

activities so that they can efficiently transform inputs

into skills and can capably make positive student

behaviors. Being competent, teachers can get things done,

reach outcomes and help achieve organizational goals. One

of the broadest measures for possible attainment of these

outputs is their productivity.

This investigation takes cognizance of Stoltzs

contention (2000) about Adversity Quotient (AQ), which

tells how one withstands adversity and ones ability to

surmount it. Every teacher has an AQ that enables him or

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her to withstand hardships but is dependent on its level.

With high AQ level, a teacher will remain optimistic and

resilient while low AQ level will mean powerlessness and

despair. For employees and managers, AQ seems to be the

missing factor to success. This study will find out if this

is also the case among the mathematics teachers in state

educational institutions.

In terms of emotional intelligence, this study is

anchored on Salovey and Mayers (1990) position that

emotional intelligence is the ability to perceive emotions;

to access and generate emotions so as to assist thought; to

understand emotions and emotional knowledge; and to

reflectively regulate so as to promote emotional and

intellectual growth. Likewise, the study takes cognizance

of Senges (1990) learning organization theory which

describes learning as enhancing ones capacity to take

action. This means that learning organizations are

organizations that are continually enhancing their capacity

to create. Senge believes that organizations are evolving

from controlling to predominantly learning. According to

Senge (1990) learning organizations are:

organizations where people continually expand their

capacity to create the results they truly desire,

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where new and expansive patterns of thinking are

nurtured, where collective aspiration is set free, and

where people are continually learning to see the whole

together.

A teachers performance in teaching is generally

influenced by various internal and external factors. These

factors are measured and assessed in order to come up with

indicators of successful teaching that would effectively

regulate students learning and serve as success indicators

for a school. This study shares the contention of many

researchers that teacher performance is influenced by the

teachers personality characteristics (Polk et al., 2006).

What enduring tendencies characterize the mathematics

teachers? How do they determine and measure their emotional

responses to various situations? How do they perform as

teachers? Do the teachers adversity and emotional

intelligence quotients relate to their teaching

performance?

These questions need to be answered, hence; this

investigation.

Statement of the Problem

This study aims at ascertaining the relationship among

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teachers teaching performance, adversity and emotional

intelligence quotients of the Mathematics Teachers in SUCs

in Region VI: Implication to Teaching Effectiveness. The

study will be conducted among the mathematics teachers in

the state educational institutions in Western Visayas.

Specifically, the study sought answers to the

following questions:

1. What is the level of the teaching performance among the

teachers when they are taken as an entire group and

classified according to sex, age, educational

background, and years in teaching?

2. What is the level of their adversity quotient when they

are taken as an entire group and classified according to

sex, age, educational background, and years in teaching?

3. What is the level of their emotional intelligence

quotient when they are taken as an entire group and

classified according to sex, age, educational

background, and years in teaching?

4. Are there significant differences in the level of

teaching performance among the teachers classified

according to sex, age, educational background, and years

in teaching?

5. Are there significant differences in the level of

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adversity quotient among the teachers classified

according to sex, age, educational background, and years

in teaching?

6. Are there significant differences in the level of

emotional intelligence quotient among the teachers

classified according to sex, age, educational

background, and years in teaching?

7. Are there significant relationships among the teachers

teaching performance, adversity quotient, and emotional

intelligence quotient?

Hypotheses

In view of the aforementioned problems, the following

hypotheses were advanced:

1. There are no significant differences in the level of

teaching performance among the teachers classified

according to sex, age, educational background, and years

in teaching.

2. There are no significant differences in the level of

adversity quotient among the teachers classified

according to sex, age, educational background, and years

in teaching.

3. There are no significant differences in the level of

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emotional intelligence quotient among the teachers

classified according to sex, age, educational

background, and years in teaching.

4. There are no significant relationships among the

teachers teaching performance, adversity quotient and

emotional intelligence quotient,

Theoretical Framework of the Study

The theoretical framework of this study was anchored

on the Expectancy theory of Victor Vroom for performance,

Attribution theory of Fritz Heider for Adversity Quotient

and emotional intelligence theory.

Expectancy Theory

The expectancy theory says that individuals have

different sets of goals and can be motivated if they have

certain expectations. This theory is about choice, it

explains the processes that an individual undergoes to make

choices. In organizational behavior study, expectancy

theory is a motivation theory first proposed by Victor

Vroom of the Yale School of Management. The expectancy

theory of motivation suggested by Vroom, unlike Maslow and

Herzberg, does not concentrate on needs, but rather focuses

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on outcomes. Whereas Maslow and Herzberg look at the

relationship between internal needs and the resulting

effort expended to fulfill them, Vroom separates effort,

which arises from motivation, performance, and outcomes.

Vroom, hypothesizes that in order for a person to be

motivated for that effort, performance and motivation must

be linked. He suggested that the relationship between

peoples behavior at work and their goals was not as simple

as was first imagined by other scientists. He also realized

that an employees performance is based on individual

factors such as personality, skills, knowledge, experience

and abilities. A number of factors can contribute to an

employees expectancy perceptions: the level of confidence

in the skills required for the task, the amount of support

that may be expected from superiors and subordinates, the

quality of the materials and equipment, the availability of

pertinent information.

Vrooms Expectancy Theory is based upon three

variables or beliefs that he calls Valence, Expectancy and

Instrumentality.

Valence: Is the outcome I get of any value to me? It

refers to the emotional orientations which people hold with

respect to outcomes [rewards]. The depth of the want of an

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employee for extrinsic [money, promotion, free time,

benefits] or intrinsic [satisfaction] rewards. Management

must discover what employees appreciate. For the valence to

be positive, the person must prefer attaining the outcome

to not attaining it. Vrooms theory suggests that the

individual will consider the outcomes associated with

various levels of performance, from an entire spectrum ofperformance possibilities, and elect to pursue the level

that generates the greatest reward for him or her.Whats

the probability that, if I do a good job, that there will

be some kind of outcome in it for me?

Expectancy: The belief that I am able to complete the

actions. Employees have different expectations and levels

of confidence about what they are capable of doing.

Expectancy refers to the strength of a persons belief

about whether or not a particular job performance is

attainable. Assuming all other things are equal, an

employee will be motivated to try a task, if he or she

believes that it can be done. This expectancy of

performance may be thought of in terms of probabilities

ranging from zero (a case of I cant do it!) to 1.0 (I

have no doubt whatsoever that I can do this job!).

Management must discover what resources, training, or

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supervision the employees need. Probability or strength of

belief that a particular action will lead to a particular

first level outcome.

Instrumentality: The belief that if I complete

certain actions then I will achieve the outcome. In other

words, it is the belief that if you perform well valued

outcome will be received i.e. If I do a good job, there

is something in it for me. The perception ofemployees

whether they will actually receive what they desire, even

if it has been promised by a manager. Management must

ensure that promises of rewards are fulfilled and that

employees are aware of that. Instrumentality may range from

a probability of 1.0 (meaning that the attainment of the

second outcome, the reward, is certain if the first

outcome, excellent job performance, is attained) through

zero (meaning there is no likely relationship between the

first outcome and the second). Commission pay schemes are

designed to make employees perceive that performance is

positively instrumental for the acquisition of money.

Instrumentality is affected by clear understanding of

the relationship between performance and outcomes e.g.

the rules of the reward game, trust in the people, who

will take the decisions on who gets what outcome, and

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transparency of the process that decides who gets what

outcome.

The Expectancy Theory is also called Valence-

Instrumentality-Expectancy Theory or VIE Theory. Vroom says

the product of these variables is the motivation and

suggests that an employees beliefs about Expectancy,

Instrumentality, and Valence interacts psychologically. In

this way they create a motivational force, such that the

employee will act in a way that brings pleasure and avoids

pain. This force can be calculated via a formula:

Motivation = Valence x Expectancy (Instrumentality).

This formula can be used to indicate and predict things as:

job satisfaction, occupational choice, the likelihood of

staying in a job, and the effort that one might expend at

work. Thus, this theory of motivation is not about self-

interest in rewards but about the associations people make

towards expected outcomes and the contribution they feel

they can make towards those outcomes. In order to enhance

the performance-outcome tie, managers should use systems

that tie rewards very closely to performance. In order to

improve the effort-performance tie, managers should engage

in training to improve their

capabilities and improve their belief that added effort

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will in fact lead to better performance.

This theory is linked to the study since it enables

the researcher to have a good understanding of the belief

that if an employee is motivated, he will develop a deep

sense of commitment, hard work, and dedication towards his

work and most likely, will result to productivity.

Attribution Theory

Heider (1958) was the first to propose a psychological

theory of attribution, but Weiner and colleagues (e.g.,

Jones et al, 1972; Weiner, 1974, 1986) developed a

theoretical framework that has become a major research

paradigm of social psychology. Heider discussed what he

called nave or commonsense psychology. In his view,

people were like amateur scientists, trying to understand

other peoples behavior by piecing together information

until they arrived at a reasonable explanation or cause.

Attribution theory is concerned with how individuals

interpret events and how this relates to their thinking and

behavior. Attribution theory assumes that people try to

determine why people do what they do. A person seeking to

understand why another person did something may attribute

one or more causes to that behavior. According to Heider a

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person can make two attributions 1) internal attribution,

the inference that a person is behaving in a certain way

because of something about the person, such as attitude,

character or personality. 2) external attribution, the

inference that a person is behaving a certain way because

of something about the situation he or she is in.

Our attributions are also significantly driven by our

emotional and motivational drives. Blaming other people and

avoiding personal recrimination are very real self-serving

attributions. We will also make attributions to defend what

we perceive as attacks. We will point to injustice in an

unfair world. We will even tend to blame victims (of us and

of others) for their fate as we seek to distance ourselves

from thoughts of suffering the same plight. We will also

tend to ascribe less variability to other people than

ourselves, seeing ourselves as more multifaceted and less

predictable than others. This may well because we can see

more of what is inside ourselves (and spend more time doing

this). (http.//www.utwente.n/)

The theory describes the behavior of people as to why

they behave as they do. It gives light to the study, since

it ties up mans tendency to explain lifes events to his

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achievement (Gonzales, 2010).

Emotional Intelligence Theory

The earliest research on emotional intelligence is

attributed to Charles Darwins work called The Expression

of Emotions in Man and Animals. Darwin argued that

emotional expression is essential for proper adaptation of

species. Why do we have emotions? What roles do they serve?

Darwin believed that emotions developed over time to help

people survive. According to him, emotions are useful

because they motivate people to engage in actions that are

important for survival (Darwin, 1899). Evolutionary

psychologists also suggest that every emotion serves some

useful purpose that eventually comes down to the matter of

survival (Matthews, 2004).8 in (Assanova and McGuire, 2009).

In the 1900s, even though traditional definitions

of intelligence emphasized cognitive aspects such as memory

and problem-solving, several influential researchers in the

intelligence field of study had begun to recognize the

importance of the non-cognitive aspects. For instance, as

early as 1920, E.L. Thorndike used the term social

intelligence to describe the skill of understanding and

managing other people. Similarly, in 1940 David

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Wechsler described the influence of non-intellective

factors on intelligent behavior, and further argued that

our models of intelligence would not be complete until we

could adequately describe these factors. In 1983, Howard

Gardner's Frames of Mind: The Theory of Multiple

Intelligences introduced the idea of multiple

intelligences which included both interpersonal

intelligence (the capacity to understand the intentions,

motivations and desires of other people) and intrapersonal

intelligence (the capacity to understand oneself, to

appreciate one's feelings, fears and motivations). In

Gardner's view, traditional types of intelligence, such

as IQ, fail to fully explain cognitive ability. Thus, even

though the names given to the concept varied, there was a

common belief that traditional definitions of intelligence

were lacking in ability to fully explain performance

outcomes. The first use of the term "emotional

intelligence" is usually attributed to Wayne

Payne's doctoral thesis, A Study of Emotion: Developing

Emotional Intelligence from 1985 (Barrett and Salovey

2002). As a result of the growing acknowledgement by

professionals of the newly born construct, the research on

the topic continued in the 1990s. However, prior to this,

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the term "emotional intelligence" had appeared in Leuner

(1966). Greenspan (1989) also put forward an EI model,

followed by Salovey and Mayer (1990), and Daniel

Goleman (1995). The publication of Daniel Goleman's best

seller Emotional Intelligence: Why It Can Matter More Than

IQ made the term widely popularized. In his bestseller,

Goleman argued that in today's rapidly evolving world a

person's EI or "emotional quotient" (EQ) is the most

important predicator of success. Later, Goleman published a

follow-up book called Working

with Emotional Intelligence, that focuses on how EI factors

affect success in the workplace. The concepts of EI and EQ

become ever more important as economy shifts from a

manufacturing to a service-based economy. More and more

researchers in the EI related areas of study confirm that

EI helps predict personal and professional success (Hein,

2007 in Assanova and McGuire, 2009).

Conceptual Framework of the Study

This study was conducted to investigate the teachers

teaching performance, adversity quotient, and emotional

intelligence quotient of the Mathematics Teachers in State

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Colleges and Universities (SUCs) in Region VI: Implication

to Teaching Effectiveness.

The independent variables considered in this study

were Personal Factors, which include (a) sex, (b) age, (c)

educational background, and (d) number of years in

teaching. Likewise, the dependent variables were the

teaching performance, adversity quotient, and emotional

intelligence quotient. The conceptual interrelatedness of

the key variables in this study is illustrated in the

schematic diagram showing the relationship among the

independent, and the dependent variables in figure 1.

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Research Paradigm

Figure 1. The Schematic Diagram showing the teaching

performance, adversity and emotional

intelligence quotients of mathematics teachers'

of State Universities and Colleges (SUCs) in

Region VI as an Implication to Teaching

Effectiveness.

Dependent

VariablesIndependent

Variables Implication

Personal Factors

Sex

Age

Educationa

l

Background

Years in

teaching

Teaching

Performance

Adversity

Quotient

Emotional

Intelligence

Quotient

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Significance of the Study

This study aims at ascertaining the teachers' teaching

performance , adversity quotient and emotional intelligence

quotient. The study was conducted among the mathematics

teachers in the state institutions of higher learning in

Western Visayas. The study may be beneficial to the

mathematics teachers, school administrators, human resource

managers, students, and future researchers.

Mathematics Teachers. The mathematics teachers will

find the results useful. The study will help them

understand and manage their emotions to enable them to cope

with adversities in life and perform their roles as guide

and facilitator of the teaching and learning process.

School administrators. The school administrators will

benefit from the findings of the investigation. Ideas

gained from the study will give them additional information

towards understanding of their teachers adversity quotient

(AQ), emotional intelligence quotient (EQ), and teaching

performance. The results will enable them to visualize

their teachers ability to cope with pressures in life, how

they perform as teachers, and how they relate to other

people. Through this, school administrators can be properly

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guided in giving teachers understanding and support.

Human resource managers. The human resource managers

will likewise benefit from the findings of the study.

Study results may be utilized as baseline data in planning

and setting up new programs for teacher development

especially in dealing with adversities and with pressures

in their lives which affect their performance in school.

The findings may also be useful to human resource managers

in identifying certain personal attributes like dealing

with lifes pressures which are helpful in improving their

teaching performance.

Students. The students will also benefit from the

results of the investigation. Having been informed of the

findings, the students may be able to understand their

teachers strengths and weaknesses that will likely

characterize their personality traits. Knowing their

teachers personality traits they may be able to adjust and

handle situations, to understand their drawbacks and find

means to turn them into opportunities.

Researchers. Future researchers will find the study

useful. The results will be useful to researchers in

understanding other issues regarding the relationships of

adversity quotient, emotional intelligence quotient, and

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teaching performance with certain personal characteristics.

They may conduct studies to improve certain characteristics

of teachers that sharpen their personality traits and their

ability to handle situations which are among the areas that

require attention in maintaining teachers global

competitiveness.

Scope and Limitations of the Study

This study aims at ascertaining the teachers' teaching

performance as related to their adversity quotient and

emotional intelligence quotient. The study was conducted

among the mathematics teachers with plantilla positions in

the state educational institutions in Western Visayas.

Two (2) standardized data-gathering instruments were

utilized to gather the data needed for the study the

Adversity Response Profile (ARP) by Stoltz (1997), to

obtain data on the teachers adversity quotient and the

Salovey and Mayers Know Your Emotional Intelligence

Quotient (1990), to obtain data on the teachers emotional

intelligence quotient. The teachers teaching performance

was obtained from their performance evaluation ratings

filed at their respective Human Resource offices.

A brief information sheet was attached to obtain data

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on the teachers sex, age, educational background, and

years in teaching.

To describe the obtained data, the researcher employed

the means and standard deviations. For inferential

analysis, the t-test for independent samples, the One-Way

ANOVA, and the Pearsons r were employed. The .05 alpha

level was used as the criterion for the acceptance orrejection of the null hypotheses.

Definition of Terms

For purposes of clarity and precision, the following

terms were given their conceptual and operational meanings.

Adversity quotient (AQ)referred to a measure of ones

resilience and ability to persevere in the face of constant

change, stress, and difficulty (Stoltz, 1997). Stoltz goes

on to define an acronym CORE (Control, Ownership, Response,

and Endurance)which are the measurement components of AQ.

As used in this study, adversity quotient refers to

the teachers pattern of response to adversity as measured

by The Adversity Response Profile (ARP) by Stoltz (1997).

Age is the length of time that one has existed;

duration of life (Webster Comprehensive Dictionary, 1995).

As used in the study, age refers to the

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classification of teachers as younger (40 years old and

below) and older (over 40 years old).

Emotional intelligence quotient is the ability to

perceive emotions; to access and generate emotions so as to

assist thought; to understand emotions and emotional

knowledge; and to reflectively regulate so as to promote

emotional and intellectual growth (Salovey and Mayer, 1990).

As used in this study, emotional intelligence

quotient refers to the teachers ability to perceive

emotions, access and generate emotions so as to assist

thought, and understand emotions and emotional knowledge to

reflectively regulate and promote emotional and

intellectual growth as measured by Salovey and Mayer Know

Your Emotional Intelligence Quotient (1990).

Mathematics teacher--someone who teaches mathematics

(Audio English.net, 2011).

As used in the study, mathematics teacher refers to

the instructors and professors in state universities and

colleges who teach mathematics chosen as respondents of the

investigation.

Teaching performance According to Wragg (1995),

teaching performance refers to what teachers do in school

in general, and in their own classrooms in particular.

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This definition was employed in the study. This was

obtained from the performance evaluation ratings of

teachers from their respective Human Resource offices.

Teaching effectiveness refers to teaching that

fosters student learning (Wankat, 2002). It is regarded as

a multidimensional construct suggested by Marsh (1982) with

the dimensions of learning/value, enthusiasm, organization,

group interaction, individual rapport, breadth of coverage,

workload, exams/grading, and assignments (Balam, 2006).

As used in this study, teaching effectiveness refers

to the teacher activities/strategies on how to achieves the

objectives of the lesson/course.

Years in teachingis the period of time in which the

teachers have been employed by the education department or

the school (Webster Comprehensive Dictionary, 1995).

As used in the study, years in teaching refers to the

classification of teaching experience such as shorter (5

years and less) and longer (more than 5 years).