Master teachers' intelligence and emotional quotients as related to their instructional competence, supervision and professional growth and development: Inputs to instructional leadership enhancement program

Abstract

This survey-correlational study aimed at ascertaining the relationships among intelligence and emotional quotients, instructional competence, instructional supervision, and professional growth and development among master teachers in the Schools Division of Iloilo. Conducted in April 2016, 148 randomly selected master teachers and their respective principals participated in the study. The data-gathering instruments utilized to gather data needed for the investigation were: the Test of 'g" Culture Fair Intelligence Test for intelligence quotient; the Taylor-Johnson Temperament Analysis (T-JTA) for emotional quotient; the National Competency-Based Standards for Teachers (NCBTS) Competency-Based Performance Appraisal System (CB-PAST) with its three (3) sub-components, the Performance Standards of Instructional Competence, the Standards for Instructional Supervision, the Standards for Professional Growth and Development for the instructional competence, instructional supervision and professional growth and development. All data-gathering instruments are standardized and are valid constructs for their administration. Statistical tools employed were means, standard deviations and Pearson's r. Significance level was set at .05 alpha. All statistical computations were processed through the Statistical Package for Social Sciences (SPSS) software. Study results were as follows: The master teachers in the Schools Division of Iloilo had "average" intelligence and emotional quotients. Both their instructional competence and instructional supervision were "competent". They were "highly competent" in terms of their professional growth and development. Positive and significant relationships existed between instructional competence and instructional supervision; between instructional competence and professional growth and development; between instructional supervision and professional growth and development; between intelligence and emotional quotient; between intelligence quotient and instructional competence; between intelligence quotient and instructional supervision; between intelligence quotient and professional growth and development and between emotional quotient and professional growth and development. However, positive and not significant relationship existed between emotional quotient and instructional competence and between emotional quotient and instructional supervision. As an offshoot of this study, the researchers developed the Instructional Leadership Enhancement Program for Master Teachers.