Emotional Intelligence, Leadership Practices, And Supervisory Skills Among Master Teachers in Dapitan City National High School, Schools Division of Dapitan City

Article at a glance

Journal

Journal of Social Science and Human Research Studies (JSSHRS)

Published

10 November 2026

Volume / issue / pages

Vol. 2, Issue 11, pp. 2014-2023

ISSN

3051-3561 (online) · 3051-3553 (print)

Licence

CC BY 4.0 — free to read and reuse with attribution

Peer review

Double-blind, at least two independent reviewers

Publisher

EP Journals Group

Abstract

This study aimed to determine the emotional intelligence and leadership practices of Master Teachers and their relationship with supervisory skills at Dapitan City National High School during the School Year 2026–2027. The respondents consisted of 84 regular teachers who assessed the emotional intelligence, leadership practices, and supervisory skills of the Master Teachers. The study employed a quantitative descriptive-correlational research design. Average Weighted Value (AWV), Standard Deviation (SD), and Spearman’s rank-order correlation coefficient (Spearman’s rho) were used to analyze the data. Master Teachers demonstrated a Very High Level of emotional intelligence (AWV = 4.61, SD = 0.43), leadership practices (AWV = 4.63, SD = 0.47), and supervisory skills (AWV = 4.67, SD = 0.45). Furthermore, emotional intelligence had a high positive and significant relationship with supervisory skills (rho = 0.736, p = 0.001), while leadership practices also had a high positive and significant relationship with supervisory skills (rho = 0.837, p = 0.001). The study concludes that Master Teachers possess very high emotional intelligence, leadership practices, and supervisory skills, and that stronger emotional intelligence and leadership practices are significantly associated with stronger supervisory skills. The findings underscore the importance of sustaining professional development programs that strengthen emotional, leadership, and supervisory competencies among Master Teachers. Based on the findings, it is recommended that DepEd officials and school administrators sustain professional development programs that strengthen the emotional intelligence, leadership practices, and supervisory skills of Master Teachers. Master Teachers could also be encouraged to participate in continuous training, mentoring, coaching, and reflective activities to further enhance their self-management, relationship management, leadership resilience, commitment, and supervisory competence. Future researchers could replicate the study in other schools or divisions using larger samples and additional variables

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