Emotional Intelligence and Instructional Engagement of Elementary School Teachers in Jagna District, Bohol as Basis for Developing a Framework

This study investigated the extent of effect of emotional intelligence on instructional engagement among elementary school teachers in the District of Jagna, Province of Bohol and proposed a framework to enhance teaching practices. Using a quantitative descriptive design, the researcher administered a researcher-made questionnaire to 100 full-time public elementary school teachers during the school year 2025–2026. The study assessed emotional intelligence across four dimensions: self-awareness, self-management, social-awareness, and relationship management, and instructional engagement across planning, delivery, classroom interaction, and assessment and reflection. Data were analyzed using weighted mean, standard deviation, and regression analysis. Findings revealed that teachers demonstrated effective levels of emotional intelligence and instructional engagement, with classroom interaction showing the highest level of engagement. A significant positive effect was found between emotional intelligence and instructional engagement, particularly in the dimensions of social-awareness and relationship management. Based on the results, an emotional intelligence framework was proposed to guide teachers in integrating emotional competencies into instructional practice, thereby enhancing teacher well-being, engagement, and student learning outcomes.

Classroom interaction, Emotional intelligence, Instructional engagement

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