Understanding and Promoting Emotional Intelligence in the DepEd

Gretchen C. Puyot

Wider knowledge domains allow or determine how effective we are in the Department of Education. Aided by toughness, determination and vision, emotional intelligence, is calculated as an emotional intelligence quotient or EQ, is increasingly applicable to critical work-related outcomes such as employee success, teacher’s effectiveness, and people growth because its values offer a new way of interpreting and assessing activities, modes of management, behaviors, interpersonal skills, and human ability. Among other things, it is an increasingly important consideration in human resource planning, teacher profiling, learning and development, and stakeholder relations and service.

Emotional intelligence defines the skill, ability, ability, or self-perceived capacity to recognize, evaluate, and control one's self, others, and groups' emotions. School leaders who possess a high degree of emotional intelligence know themselves very well and can also sense other people's emotions. They are affable, confident, and optimistic.

By improving their individuals with emotional intelligence, they will become more competitive and effective with what they do and therefore enable others to become more productive and successful. The mechanism and results of the production of emotional intelligence do provide several aspects believed to minimize stress — for individuals and thus school organizations — by moderating conflict; facilitating empathy and relationships; and encouraging peace, consistency, and harmony; Last but not least, it deeply identifies with ideas of devotion and spirituality.

Teachers have various attitudes, interests, wishes, and forms to express their feelings. It takes patience and shrewdness to maneuver through this — especially if one wants to succeed in life. It is here where the theory of emotional intelligence helps. Five aspects of emotional intelligence include internal (self-control, self-regulation, and self-motivation) and social (social knowledge and interaction skills) competencies combined with the most general context.

As schools are still trying to enhance efficiency, recognize the real, tangible advantages of higher emotional intelligence may be obtained. This includes more efficient leadership.

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The author is Teacher III at San Leon Primary School at Moncada North District