Abstract
This study investigates the emotional schema and construct as predictors of teacher’s behavior in the selected public schools in President Roxas, North Cotabato Division. The design of this study was a convergent design where data was collected and analyzed using quantitative and qualitative tools. 300 respondents were employed to survey questionnaires, 10 respondents from the in-depth interview and 7 respondents from focus group discussion. Of the quantitative strands, the data was collected and interpreted using statistical treatment. It was found out the level of emotional schema and construct as predictors of teacher’s behavior were very high. Results from the correlation analysis revealed that there was significant relationship between emotional schema and construct as predictors of teacher’s behavior. Of the qualitative strands, results obtained from the transcribed in-depth interview and focus group discussions were gathered and analyzed using thematic synthesis. The themes that emerge from the qualitative questionnaires on the lived experiences of teachers pertaining to teachers’ emotional behavior are Emotional Interpretation, Organization of Thoughts, Self-awareness, Self-composed, Empathic Communication, Teacher’s Emotional Responses, Negative Lived Experiences, Emotional sentiments. Upon the merging of salient data integration, it was shown that there was corroboration that was satisfied on the merging and converging of data. Therefore, it is concluded that for students to grow socially and emotionally, teachers must be able to teach them in new ways that lead to positive learning outcomes.
Keyword: Teachers Emotional Construct, Emotional Schema, Salient Data, Sobel Test President Roxas.