EMOTIONAL INTELLIGENCE, EMPOWERMENT, AND JOB COMMITMENT: A STRUCTURAL EQUATION MODEL ON PEDAGOGICAL COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS
Abstract
This quantitative research study intended to determine the best-fit structural model for the pedagogical competence of public elementary school teachers in Region XII in relation to emotional intelligence, empowerment, and job commitment. This research employed a structural equation model (SEM) with 400 respondents from Sarangani, General Santos, Koronadal, and South Cotabato divisions selected through stratified random technique. Moreover, the researcher used adapted validated survey questionnaires as the primary data collection tool. This descriptive and causal investigation employed statistical measures such as mean, standard deviation, Pearson product-moment correlation, and structural equation model (SEM). The study found that the levels of emotional intelligence, empowerment, job commitment, and pedagogical competence were very high. On top of that, results showed that there were significant correlations between emotional intelligence and pedagogical competence, empowerment and pedagogical competence, and job commitment and pedagogical competence. Further, each exogenous variable significantly predicted pedagogical competence. Only Model 3 met all the requirements to be the best-fit model that predicts pedagogical competence out of the three (3) generated models. Thus, this study revealed the most relevant model for identifying and addressing the various aspects of pedagogical competence necessary for public elementary school teachers' teaching efficiency and effectiveness.
SDG #4: Quality Education
Keywords
Full Text:
PDFReferences
Adisaputra, W. (2024). Emotional intelligence and pedagogical competence on the performance of Muhammadiyah Parepare junior high school teachers. Journal of Entrepreneur, Business and Management, 2(1). Retrieved from https://journal.amkop.id/jebm/article/view/108
Aguilon, S. L., & Guhao Jr, E. S. (2024). Teaching performance, student self-efficacy and creativity fostering teacher: a structural model on academic success of students. European Journal of Education Studies, 11(7). http://dx.doi.org/10.46827/ejes.v11i7.5420
Akinwale, A. S., & Okotoni, C. A. (2019). Assessment of job commitment of secondary school teachers in Osun State, Nigeria. PEOPLE: International Journal of Social Sciences, 4(3), 1553-1572. http://dx.doi.org/10.20319/pijss.2019.43.15531572
Alutaya, N. B., & Guhao Jr, E. S. (2023). Psychological capital, academic job satisfaction and emotional intelligence: a structural equation model on work engagement among public school teachers. European Journal of Education Studies, 11(1). http://dx.doi.org/10.46827/ejes.v11i1.5148
Ampler, F. C., & Guhao Jr, E. S. (2024). Transformational Leadership of School Heads, Teamwork Skills, And Teacher Empowerment: A Path Model on Organizational Commitment Among Public School Teachers. Educational Research (IJMCER), 6(5), 20-41. Retrieved from https://www.ijmcer.com/wp-content/uploads/2024/09/IJMCER_C06502041.pdf
Baleghizadeh, S., & Goldouz, E. (2016). The relationship between Iranian EFL teachers’ collective efficacy beliefs, teaching experience and perception of teacher empowerment. Cogent Education, 3(1), 223-262. https://doi.org/10.1080/2331186X.2016.1223262
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall. https://doi.org/10.5465/amr.1987.4306538
Bastasa, J. L., & Guhao Jr, E. S. (2024). Principal leadership, political skills and teacher empowerment: a path model analysis on school climate among public schools European Journal of Education Studies, 11(11). http://dx.doi.org/10.46827/ejes.v11i11.5576
Bourke, T., & Loveridge, J. (2020). Assessment literacy. In The Wiley Handbook of Teacher Education (pp. 1-14). Wiley.
Brackett, M. A., & Salovey, P. (2019). Emotional intelligence. In Oxford Research Encyclopedia of Psychology.
Brown, A. (2019). Supporting teachers: Emotional intelligence and empowerment for teacher retention. Education Journal, 34(2), 101-122.
Caballero, C. G., & Guhao Jr, E. S. (2020). Structural equation model on organizational commitment of private schools' library personnel in Region XI. Review of Integrative Business and Economics Research, 9, 335-381. Retrieved from https://buscompress.com/uploads/3/4/9/8/34980536/riber_9-s3_29_h19-058_335-381.pdf
Cabayag, S. J. L., & Guhao Jr, E. S. (2024). Self-efficacy, job performance, and transformational leadership: a structural equation model on organizational commitment among public school teachers. European Journal of Education Studies, 11(1). http://dx.doi.org/10.46827/ejes.v11i1.5168
Cahate, M. F. L., Rodriguez, G. D., & Quines, L. A. (2022). Teachers’ Teaching Efficiency during Pandemic: A Case Study. International Journal of Novel Research in Education and Learning 9(2). Retrieved from https://www.salzburgglobal.org/fileadmin/user_upload/Documents/2010-2019/2018/Session_603/Brackett_et_al.__2016__Handbook_of_Emotion.pdf
Cejas, A.S. & Guhao, Jr., E.S. (2023). The mediating roles of emotional intelligence and school climate on the relationship between technological leadership of school heads and teaching effectiveness of teachers: Path Analysis. International Journal of Research Studies in Education 12(6), 79-93. Retrieved from https://consortiacademia.org/wp-content/uploads/2020/v12i06/23039_final.pdf
Civelek, M. E. (2018). Essentials of Structural Equation Modeling. Zea Books. Retrieved from https://digitalcommons.unl.edu/zeabook/64/
Cuyab, M. F., & Guhao Jr, E. S. (2020). Structural Equation Model on Work Engagement among Hotel Employees in Region XI, Philippines. The International Journal of Business Management and Technology, Volume 4 Issue 2, Retrieved from https://www.theijbmt.com/archive/0932/2036967618.pdf
Dey, A., & Roy, N. R. (2022). Construction and Validation of Emotional Intelligence Scale for Secondary School Teachers. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (26), 73-96. https://doi.org/10.13014/K2CC0XFK
Ekore, J. O. & Okekeocha, C. M. (2022). Social media usage and academic performance among undergraduates in selected Nigerian universities. Library Philosophy and Practice, 1-19. http://dx.doi.org/10.24203/ajeel.v7i1.5616
Fernández-Berrocal, P., & Extremera, N. (2006). Emotional intelligence: A theoretical and empirical review of its first 15 years of history. Psicothema, 18 (Suppl), 7-12. https://www.ncbi.nlm.nih.gov/pubmed/17295952
Fernandez, E. O., & Quines, L. A. (2023). Psychological Empowerment, Work Engagement and Pay Satisfaction: A Path Model on Retention Among Secondary School Teachers. European Journal of Education Studies, 10(12). Retrieved from http://dx.doi.org/10.46827/ejes.v10i12.5122
Ghavidel, M., & Valipour, V. (2020). The relationship between Iranian English language instructors’ pedagogical competences and their personal and professional background. Iranian Journal of English for Academic Purposes, 9(4), 45-61. Retrieved from https://dor.isc.ac/dor/20.1001.1.24763187.2020.9.4.4.7
Gliem, J. A., & Gliem, R. R. (2003). Calculating, interpreting, and reporting Cronbach’s alpha reliability coefficient for Likert-type scales. Midwest Research-to-Practice Conference in Adult, Continuing, and Community Education. https://doi.org/10.1109/PROC.1975.9792
Grossman, P., & McDonald, M. (2019). Teaching as a profession. In J. H. Ballantine, J. G. Spade, & F. J. Stader (Eds.), Schools and society: A sociological approach to education (6th ed., pp. 175-194). Sage Publications.
Guerriero, S. (2021). Pedagogical competence for teaching. European Journal of Teacher Education, 44(1), 5-20. doi: 10.1080/02619768.2020.1860191
Guhao, E. (2024). Organizational Climate, Self-Efficacy, and Work Tasks Motivation: A Path Model on Pedagogical Competence of Mother Tongue Based-Multilingual Teachers. Psychology and Education: A Multidisciplinary Journal, 20(2), 125-151. Retrieved from https://scimatic.org/storage/journals/11/pdfs/2949.pdf
Guhao Jr, E., & Escosora, M. A. (2023). Work Task Motivation, Emotional Intelligence and Public Leadership: Structural Equation Model on Organizational Culture. Journal of Education, Management, and Development Studies, 3(4). http://dx.doi.org/10.52631/jemds.v3i4.232
Hammerness, K., Tartwijk, J. van, & Snoek, M. (2020). Past, present, and future: The professional development of teachers. In The SAGE Handbook of Teacher Education (pp. 33-50). SAGE Publications.
Hargreaves, A., & Fullan, M. (2019). Professional capital: Transforming teaching in every school. Teachers College Press.
Hayes, A., & Westfall, P. (2020). Stratified random sampling. Investopedia, on March, 3. Retrieved from https://www.investopedia.com/terms/stratified_random_sampling.asp
Hen, E. E., & Goroshit, M. (2019). Emotional intelligence: Theories, assessments, and applications (2nd ed.). Springer Nature. Retrieved from https://link.springer.com/book/10.1007/978-0-387-88370-0
Hen, M., & Sharabi-Nov, A. (2021). Teaching during a pandemic: The contributions of teachers’ emotional intelligence and self-efficacy to their perceived effectiveness during COVID-19. Teaching and Teacher Education, 105, 103434. https://doi.org/10.1016/j.tate.2021.103434
Johnson, A. (2021). The role of emotional intelligence in teacher pedagogical competence. Journal of Educational Psychology, 114(5), 855-865. https://doi.org/10.1037/edu0000641
Jones, L., Williams, A., & Smith, J. (2022). Pedagogical competencies and student achievement. American Educational Research Journal, 59(6), 1147-1173. https://doi.org/10.3102/00028312221068518
Kanya, N., Fathoni, A. B., & Ramdani, Z. (2021). Factors Affecting Teacher Performance. International Journal of Evaluation and Research in Education, 10(4), 1462-1468. Retrieved from https://eric.ed.gov/?id=EJ1328059
Khassawneh, O., Mohammad, T., Ben-Abdallah, R., & Alabidi, S. (2022). The relationship between emotional intelligence and educators’ performance in the higher education sector. Behavioral Sciences, 12(12), 511. Retrieved from https://doi.org/10.3390/bs12120511
Kim, J., Lee, S., & Kim, B. (2020). Teacher commitment and student achievement: A systematic review. Journal of Educational Psychology, 112(4), 761-775. doi: 10.1037/edu0000433
Kim, L. E., Leary, K. A., & Asbury, K. (2021). Teacher commitment in urban schools: National Board Certified vs. non-National Board Certified teachers. Education and Urban Society, 53(5), 462–487. https://doi.org/10.1080/00220671.2021.1888496
Koh, J., & Lee, M. (2020). Technological pedagogical content knowledge (TPCK) for teachers. In J. Voogt, G. Knezek, R. Christensen, & K.-W. Lai (Eds.), Second handbook of information technology in primary and secondary education (pp. 1-15). Springer.
Lee, S., & Kim, B. (2020). Teacher commitment: A systematic review. Teaching and Teacher Education, 87, 1-13. doi: 10.1016/j.tate.2019.102954
Lee, S., & Kim, Y. (2022). Emotional intelligence and teacher effectiveness: A systematic review. Educational Psychology Review, 34(1), 1-20. doi: 10.1007/s10648-021-09634-6
Macasarte, R. S., & Quines, L. A. (2024). The influence of individual work performance and adaptive behavior on organization-based self-esteem. European Journal of Education Studies, 11(3). http://dx.doi.org/10.46827/ejes.v11i3.5238
Maloney, S., & Saltmarsh, D. (2022). Pedagogical competence in higher education: A review and agenda for research. Higher Education Research and Development, 41(5), 1061–1075. https://doi.org/10.1080/07294360.2021.2009428
Mardapi, D., & Herawan, T. (2019). Community-based teacher training: Transformation of sustainable teacher empowerment strategy in Indonesia. Journal of teacher education for sustainability, 21(1), 48-66. Retrieved from https://sciendo.com/article/10.2478/jtes-2019-0004
Masunag, M., & Guhao, E. (2024). Organizational Climate, Transformational and Ethical Leadership: A Structural Equation Model on Organizational Commitment of Teachers. Psychology and Education: A Multidisciplinary Journal, 20(2), 151-171. Retrieved from https://scimatic.org/show_manuscript/2950
Mayer, J. D., Salovey, P., & Caruso, D. R. (2023). Theory of emotional intelligence. American Psychologist, 53(6), 503. https://doi.org/10.1037/0003066X.53.6.503
McInerney, J., Dempsey, C., James, C., & Lartey, G. (2022). Teacher empowerment: Conditions that facilitate the phenomenon. Educational Research Quarterly, 46(1), 3-24.
Memon, M. A., Ting, H., Cheah, J. H., Thurasamy, R., Chuah, F., & Cham, T. H. (2020). Sample size for survey research: Review and recommendations. Journal of Applied Structural Equation Modeling, 4(2), 1-20. Retrieved from https://jasemjournal.com/wp-content/uploads/2020/08/Memon-et-al_JASEM_-Editorial_V4_Iss2_June2020.pdf
Mérida-López, S., & Extremera, N. (2021). Emotional intelligence mediates the relationship between age and affective well-being: A cross-sectional study of emotional competencies in different age groups. The Journals of Gerontology: Series B, 76(6), 1155–1164. https://doi.org/10.1093/geronb/gbaa068
Meristo, M., & Eisenschmidt, E. (2021). How do teachers perceive empowerment? The interplay of school context, teacher background, and psychological factors. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103221
Miraflor, D. A., & Lyndon, A. Q. (2022). The Mediating Effect of Teachers’ Self-Efficacy on the Relationship between Authentic Leadership and Work Engagement Among Public School Teachers. American Journal of Multidisciplinary Research and Innovation, 1(5), 53-68. Retrieved from http://dx.doi.org/10.54536/ajmri.v1i5.799
Mohsen, S. M. & Reg, D. (2022). Cronbach Alpha Reliability Coefficient for Likert Scales. SHAMS Journal of Economics, Management and Marketing, 3(1), 81-88.
Murkatik, K., Harapan, E., & Wardiah, D. (2020). The influence of professional and pedagogic competence on teacher’s performance. Journal of Social Work and Science Education, 1(1), 58-69. Retrieved from https://pdfs.semanticscholar.org/3671/cbdc437b6509db5f07c0b930c2d20f983511.pdf
Muttaqin, I., Tursina, N., Sudrajat, A., Yuliza, U., Novianto, N., Ramadhan, F. F., & Kurnanto, M. E. (2023). The effect of academic supervision, managerial competence, and teacher empowerment on teacher performance: the mediating role of teacher commitment. F1000 Research, 12. Retrieved from https://f1000research.com/articles/12-743
Naili, I., Zanzan, G., & Arzim, M. (2023). Investigating the Role of Emotional Intelligence in Enhancing Teachers’ Performance in the Classroom (Doctoral dissertation).
Ngidi, D. P., & Sibaya, P. T. (2021). Teacher commitment: emotional intelligence and self-efficacy as predictors. South African Journal of Education, 41(1). https://doi.org/10.15700/saje.v41n1a1730
OECD (2022). Effective teacher policies. Retrieved from https://www.oecd.org/en/publications/effective-teacher-policies_9789264301603-en.html
Pallant, J. (2022). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS (7th ed.). McGraw Hill. Retrieved from https://doi.org/10.4324/9781003117452
Priyadharshini, E., & Robinson, M. (2020). Teacher agency: A conceptual framework. Teaching and Teacher Education, 87, 102926. doi: 10.1016/j.tate.2019.102926
Quaranta, J. (2017). Descriptive correlational research: asthma management by school nurses. SAGE Publications Ltd.
Quaranta, J. E. (2017). A Mixed Methods Study Investigating Relationships Between Teachers' Self-Efficacy, Professional Learning Communities, Instructional Practices and Students' Mathematical Proficiency in Elementary Schools (Doctoral dissertation, The University of Connecticut).
Quines, L. A. (2022). The Mediating Effect of Adaptive Behavior of Teachers on the Relationship Between Resilience and Job Performance. American Journal of Multidisciplinary Research and Innovation, 1(4), 90-102. https://doi.org/10.54536/ajmri.v1i4.613
Quines, L. A., & Arendain, E. I. (2023). Job satisfaction, organizational culture and work-life balance: structural equation model of organizational commitment among public school teachers. European Journal of Education Studies, 10(9). http://dx.doi.org/10.46827/ejes.v10i9.4971
Quines, L. A., & Saycon, L. J. V. (2023). The mediating effect of organizational commitment on the relationship between workplace resilience and teacher professional identity. European Journal of Education Studies, 10(6). http://dx.doi.org/10.46827/ejes.v10i6.4865
Raosoft, I. (2010). Raosoft Sample Size Calculator. Retrieved from http://www.raosoft.com/samplesize.html
Rastegar, M., & Moradi, S. (2021). The relations among teachers’ emotional intelligence, self-efficacy, autonomy and their commitment: A path analysis. Heliyon, 7(2), https://doi.org/10.1016/j.heliyon.2021.e06208
Ricaplaza, J., & Quines, L. A. (2022). The Mediating Effect of Time Management on the Relationship Between Work Ethics and Professionalism Among Public School Teachers. American Journal of Multidisciplinary Research and Innovation, 1(6), 1-12. Retrieved from http://dx.doi.org/10.54536/ajmri.v1i6.1008
Robingah, T. A., Setyaningsih, S., & Arifin, M. Z. (2022). Increasing Professionalism Through Strengthening Empowerment, Pedagogic Competence, Organizational Climate and Interpersonal Communication. Journal of Positive School Psychology, 3843-3849. Retrieved from https://journalppw.com/index.php/jpsp/article/view/8007
Sahrazad, S., Setyaningsih, S., & Taufik, M. (2022). Strengthening pedagogical competence, situational leadership, and work motivation to increase the commitment of the teacher profession. Journal of Positive School Psychology, 3807-3821. Retrieved from https://journalppw.com/index.php/jpsp/article/view/8004
Saleem, S., Masood, A., & Abideen, Z. U. (2019). The role of emotional intelligence and job commitment in the development of teachers’ pedagogical competence: A structural equation modeling approach. Bulletin of Education and Research, 41(3), 131-148. https://doi.org/10.1002/pa.2397
Salinas, S. S., & Quines, L. A. (2022). The Mediating Effect of Work Values on the Relationship Between Reflective Thinking Skills and Positive Personality Traits Among Public School Elementary School Teachers. American Journal of Education and Technology, 1(3), 30-41. http://dx.doi.org/10.54536/ajet.v1i3.823
Salip, F. G., & Quines, L. A. (2023). The Mediating Effect of Emotional Intelligence on the Relationship Between Authentic Leadership and Organizational Climate Among Public School Teachers. American Journal of Multidisciplinary Research and Innovation, 2(4), 1-12. http://dx.doi.org/10.54536/ajmri.v2i4.1730
Santos, J. R. A. (1999). Cronbach’s alpha: A tool for assessing the reliability of scales. Journal of Extension, 37(2), 1-5. Retrieved from https://archives.joe.org/joe/1999april/tt3.php
Savalei, V., & Bentler, P. M. (2010). Structural equation modeling. Corsini Encyclopedia of Psychology, 1-2. https://doi.org/10.1002/9780470479216.corpsy0943
Schober, P., Boer, C., & Schwarte, L. A. (2018). Correlation coefficients: appropriate use and interpretation. Anesthesia & Analgesia, 126(5), 1763-1768. https://doi.org/10.1213/ANE.0000000000002864
Smith, A. (2021). Teacher job satisfaction and pedagogical competence: Examining the link. Journal of Educational Psychology, 114(5), 888-899. https://doi.org/10.1037/edu0000631
Smith, A. (2021). Teacher preparation program assessment. Journal of Teacher Education, 72(5), 321-337. https://doi.org/10.3102/0002831217697274
Smith, J. (2022). The central role of pedagogical competence in effective teaching. Journal of Educational Research, 114(5), 320–340. https://doi.org/10.1007/s10212-022-00615-5
Smith, J. (2022). Fostering teacher empowerment: Effects on pedagogical competence and student learning. Journal of Educational Psychology, 114(9), 1855-1870. https://doi.org/10.1037/edu0000673
Susanto, R., Rozali, Y. A., & Agustina, N. (2019). Development of pedagogical competency models for elementary school teachers: Pedagogical knowledge, reflective ability, emotional intelligence and instructional communication pattern. Universal Journal of Educational Research, 7(10), 2124-2132.
Martini, I. A. O., Supriyadinata, A. E., Sutrisni, K. E., & Sarmawa, I. W. G. (2020). The dimensions of competency on worker performance mediated by work commitment. Cogent Business & Management, 7(1), https://doi.org/10.1080/23311975.2020.1794677.
Wahyuni, F. I. (2020). The relationship among pedagogic competence, work commitment, and teacher work productivity towards motivation of teacher achievement at SMP Negeri Atinggola, North Gorontalo Regency. American Journal of Multidisciplinary Research and Innovation 1(4). Retrieved from https://journals.ubmg.ac.id/index.php/IICSDGs/article/view/72
Witari, I. K. Y. B., & Manuaba, I. S. (2021, April). Correlation Between Pedagogical Competence and Personality to Teacher Performance. In 2nd International Conference on Technology and Educational Science (ICTES 2020) (pp. 405-412). Atlantis Press. http://dx.doi.org/10.2991/assehr.k.210407.272
Wijayanti, L. M., Asbari, M., Santoso, P. B., & Purwanto, A. (2020). Teachers’ empowerment, self-regulation and being istiqamah as key features of job performance. Dinasti International Journal of Education Management and Social Science, 1(4), 468-478. http://dx.doi.org/10.31933/dijemss.v1i4.94
DOI: http://dx.doi.org/10.46827/ejes.v12i2.5833
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Jesrene Vale V. Calong, Lyndon A. Quines
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyright © 2015-2026. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.
This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).
