ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study looks into the relationships between teachers’ emotional intelligence, learners’ engagement, and students’ academic performance to establish socio-emotional competencies that enhance classroom effectiveness. It employed a descriptive-correlational design where data from 119 public elementary school teachers were selected through stratified random sampling. A questionnaire, designed by the researchers and validated by experts, measured teachers’ emotional intelligence in four domains: emotional management, social-emotional awareness, relationship management, and learner engagement in classroom, extracurricular, and community-based activities, while academic performance was sourced from official first-quarter General Weighted Averages. These instruments were content-validated through competent jurors and field-tested, with strong validity indices and high internal consistency levels established. Teachers recorded relatively high levels of emotional intelligence, especially in emotional management, social-emotional awareness, and relationship management, while learners recorded moderate engagement and satisfactory academic performance as generally observed. Significant associations were likewise established among learners’ engagement and academic performance and among teachers’ emotional intelligence, learner engagement, and academic achievement. These imply that an emotionally competent teacher provides an environment conducive to more active learning and improved outputs. The implication here is that improving teachers’ socioemotional skills should bring about increased participation and achievements among the learners. As such, the current study argues that future professional development programs should consider structuring emotional intelligence training as a core area in developing supportive and engaging in-classroom climates. Keywords: Emotional Intelligence, Learner Engagement, Academic Performance, Teachers, DepEd