Exploring Emotional Intelligence and Teaching Performance of New Generation Educators

The evolving educational landscape underscores the critical role of emotional intelligence (EI) in forming the teaching performance of new-generation educators. As Miller (2025) defines, emotional intelligence as the capacity to comprehend, manage, and effectively express emotions while connecting with others. It emphasizes its importance in workplaces, relationships, and personal development, noting that individuals with higher EI are better communicators, excel at stress management, and make better decisions. EI compose of four key components: self-awareness, self-management, social awareness, and relationship management. These competencies are vital for educators as they navigate the complexities of classroom management, student engagement, and professional relationships. The correlation between emotional intelligence and teaching performance significantly influences instructional effectiveness, shaping how teachers foster an inclusive and productive learning environment. In addition, EI plays an essential role in the performance of new generation educators by providing them with the skills necessary to control the emotional challenges of teaching profession. In particular, as new generation educators face various challenges, EI enables them to adapt, manage stress, and maintain motivation. Thus, the ability to manage emotions and relationships is critical to enhancing teaching performance and ensuring the success of educational outcomes. Recent studies highlight that emotional intelligence (EI) significantly enhances educators’ effectiveness and resilience, leading to improved student outcomes. For instance, Qazi et al. (2024) found that teachers with higher EI scores demonstrated better classroom behavior management and increased student engagement, resulting in a rise in academic performance compared to classrooms led by teachers with lower EI. By exploring the relationship between emotional intelligence and teaching performance, this study aims to provide insights that can inform policies and programs supporting new-generation educators, ensuring their long-term success and contribution to education. In spite of the growing body of research on the function of emotional intelligence in improving educator performance, limited studies have taken specific interest in examining the generational dynamics of EI between Millennial and Gen Z educators involved in teaching in a local context like the Philippines. Although existing literature supports the positive impact of EI on classroom management, job satisfaction, and instructional performance, systematic empirical comparisons on the expression and performance effects of these skills between generations remain unexplored. This is a clear need to study how emotional intelligence affects teaching performance across different generations, especially in local settings where support systems and training programs for teachers are still developing. Bridging this gap would guide more specific intervention and targeted trainings aligned with the emotional and professional requirements of the various generations of educators involved. Overall, this research is inspired by the personal experiences of the researcher as a newly appointed DepEd teacher. By investigating how emotional influences teaching performance, this study seeks to contribute to the enhancement of professional development programs and support mechanisms tailored for educators. Understanding these dynamics will help create a more adaptive and supportive educational environment, ensuring that the next generation of educators is well-equipped to meet the evolving demands of the profession.