Intelligence, Emotional and Adversity Quotients: Determinants for Teachers' Performance

Abstract

INTRODUCTION

Teachers play a great role in molding the minds of the young from generations to generations. It takes an optimum intelligence for a teacher for "we cannot give what we don't have". A teacher should also be emotionally stable for them to impart values and be a role model for every learner. There are adversities that they need to face caught between the call of duties and needs of their families

METHODS

The research design employed both qualitative and quantitative method to seek out the teachers' perception on intelligence, emotions manifested in the workplace as well as the adversities that they meet in life. Data were collected through the use of adopted tests. Structured interviews and documentary analysis were undertaken to generate additional data. One Way ANOVA was employed to measure the significant difference in the level of intelligence quotient (IQ), emotional quotient (EQ) and Adversity Quotient (AQ) of the respondents. Pearson Product Correlation Coefficient was employed to determine the relationships among intelligence quotient (IQ), emotional quotient (EQ) and Adversity Quotient (AQ) to the performance of teachers.

RESULTS

Results of the study showed that most of the participants have a "Very Satisfactory" performance. It shows that teachers perform very satisfactorily in teaching their respective students. Teachers have an "average" intelligent quotient (IQ), enough to impart the needed knowledge for the students and have an "Average EQ" , enough to identify, use, understand, and manage emotions in positive ways to relieve stress, communicate effectively, empathize with others, overcome challenges, and defuse conflict. Teachers have an "average" adversity quotient (AQ) that implies that teachers can manage and overcome easily the challenges in life. There is a significant relationship between teachers' performance and intelligence and adversity quotients. However, no significant relationship exists in terms of teachers' performance and emotional quotient.

DISCUSSIONS

Based on the results of the study, teachers should enhance their intelligence, emotional, and adversity quotients to help their students have a better performance in school and to improve their total personality as a teacher. Further study should be undertaken in a wider scope for a bigger and clearer picture as to how performance and personality can be improved.