EMOTIONAL INTELLIGENCE, LEADERSHIP STYLE AND JOB SATISFACTION OF EDUCATORS ON THE PERFORMANCE OF STATE UNIVERSITIES IN CALABARZON (PHILIPPINES)

Albina Sacramento-Bunyi, Ed. D. Faculty, Laguna State Polytechnic University. ...................................................................................................................... Manuscript Info Abstract ......................... ........................................................................ Manuscript History Received: 05 October 2020 Final Accepted: 10 November 2020 Published: December 2020

strong sense of purpose. Inspirational motivation represents behaviors when a leader tries to express the importance of desired goals in simple ways, communicates high level of expectations and provides followers with work that is meaningful and challenging. Contingent reward refers to an exchange of rewards between leaders and followers in which effort is rewarded by providing rewards for good performance or treats and disciplines for poor performance.
Herzberg"sTwo-Factor Theory(Motivation-Hygiene Theory), (1968) stated that satisfaction and dissatisfaction are drawn by different factors motivation and hygiene factors respectively. Motivating factors are considered to be intrinsic to the job or the work carried out. Hygiene factors include aspects of the working environment such as pay, company policies, supervisory practices and the working conditions. The table reveals that educators-respondents" emotional intelligence in terms of self-regulation is to a high extent with the overall mean of 4.29 and with standard deviation of. 0.76. This implied that educator practiced self-control in dealing with different and unforeseen circumstances coupled with expressing the feeling appropriately.
Finding was supported by the study of Aydin, Subgur&Uzuntiryaki (2009) entitled "Teacher"s self-regulation: Examining a Multidimensional Construct" revealed that teacher regulation (based on the nine-factor structure; goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, self-instruction, emotional control, self-evaluation, self-reaction and help-seeking) can be utilized as a valid and reliable instrument to assess teacher"s self-regulatory strategies. The table reveals that educators-respondents" emotional intelligence in terms of internal motivation is to a high extent the overall mean of 4.42 and with standard deviation of 0.62 The impression in this finding was that the motivation exhibited by the educators really threshed out from within themselves and not from external factors.
This was backed up from the study of Brown(2016) with the title, "Teaching for Social Justice: Motivation of Community College Faculty in Sociology" indicated that a preponderance of faculty do not see themselves as pushed into their careers through external factors, but rather, describe being pulled into community college instruction through a set of personally internal motivation. The table reveals that educators-respondents" emotional intelligence in terms of social skills is to a high extent with the overall mean of 4.45 and with standard deviation of 0.63.
The implication of this was that the educators harmoniously interacted with other people around them.
In support to the finding was the study of Sai (2016) indicated how teachers supported the learners" development of social skills; their pedagogical choices reflected their personal interactional styles. The teachers who favoured informal interaction engaged in real life situations with learners, whereas those favouring formal interaction chose separate activities for social skills. The table shows that educators-respondents" leadership style in terms of idealized influence is to a high extent with overall mean of 4.48 and with standard deviation of 0.58.
It implied that the educators had great influence on co-educators, students and staff in leading by showing charismatic attributes.
Finding was supported by the study of Zdaniuk&Bobocel (2015) entitled, "The Role of Idealized Influence Leadership in Promoting Workplace Forgiveness" suggested that idealized influence leaders may motivate employees to respond of workplace mistreatment in ways that are beneficial to themselves, others and the organization. The table reveals that educators-respondents" leadership style in terms of inspirational motivation is to a very high extent with overall mean of 4.54 and with standard deviation of 0.56.
The finding reflected the educator"s high level of inspiring and motivating through demonstrating commitment, parallel with enthusiasm, optimism and encouragement to the people around as vital part of the educational organization.
In support to the finding, the results indicated a moderate level of teachers" commitment and a low level of transformational leadership qualities among the respondents. The study of Ibrahim (2014) found that inspirational motivation, individualized consideration commitment to teaching profession, and there was no dominant factor influencing commitment to student learning. Moreover, it was discovered that inspirational motivation was a factor to teachers" efficacy and teaching experiences. The overall mean of 4.54 further reveals that respondents" leadership style in terms of contingent reward is to a high extent with overall mean of 4.40 and with standard deviation of 0.61.
The result of this study implied that educators recognized the efforts achievements and performances of coeducators, students and other members of the school community.
The supportive finding in the study of Khalifu and Ayoubi (2015) revealed that there is a significant impact of contingent reward, as a transactional leadership dimension on organizational learning and a significant impact of inspirational motivation as a transformational leadership on organizational learning The table shows that educators-respondents" leadership style in terms of management by exception is to a high extent with the overall mean of 4.25 and with the standard deviation of 0.74.
It appeared that educators monitored the performances in achieving the outcomes and used the punishment, reward and corrective measures for supervision.
In support to the finding, study of Jones & Rudd (2008) implied that academic program leaders in college of agriculture and land-grant institutions have a more transformational leadership style. Findings showed males scoring slightly higher than females in all leadership scale scores that included contingent reward, intellectual stimulation, management by exception (passive) management by exception (passive) idealized influence (behavior) idealized influence (attributed) individualized consideration and inspirational motivation. The table shows that educators-respondents" job satisfaction in terms of work condition is to a high extent with mean of 4.04 , with standard deviation value of 0.80.
Finding evidently deciphered that educators were contended and experienced the conduciveness of physical condition of the work place. Found out in the study of Ma & McMillan (2010) that workplace condition positively affected teachers" satisfaction. There was also a significant interaction between teacher background characteristics and workplace conditions occurred. The overall mean of 4.09 further reveals that respondents" job satisfaction in terms of compensation is to a high extent. Similarly, small standard deviation value shows that educators have almost comparable level of job satisfaction as far as compensation is concern.
This finding exhibited that educators enjoyed their compensation and benefits.
According to Nizar, et al (2008) on their study, "Pay Benefits and Workplace Milieu Effecting Job Satisfaction Level of University Teacher; A Case Study of Punjab University revealed that there was a positive relationship between pay satisfaction and job satisfaction. The table shows that educators-respondents" job satisfaction in terms of recognition is to a high extent with mean of 3.76 and with standard deviation of 1.14.
This was the manifestation that educators felt that they were recognized on the execution of their duties and functions.
Supportive to the results was the study of Amarasena, T., Ajward A. & Haque A. (2015) entitled, "Does Social Recognition Impact job Satisfaction of Academic Faculty members of State Universities in Sri Lanka?" revealed that academic members are generally satisfied with their job, and indicated that the social recognition was highly significant positive factor affecting the overall job satisfaction. The overall mean of 3.93 further reveals that respondents" job satisfaction in terms of work load is to a high extent with the mean of 3.93 and with standard deviation of 0.98.
This finding reflected that educators were satisfied on their workload.
In support to this was the study of Daly, Simons & Hutton (2013) "Workload and Burnout in Australian Teachers: Relations with Well-being, Job Satisfaction and Turnover Intent" revealed that there were links between workload, burnout, well-being and job satisfaction.   It was manifested, that BEED program had high percentage of national passing rate for the year 2014 and for the BSED had high percentage of national rate for the year 2015. On the average passing rate for three years BSED program had the higher percentage compared to BEED program. (2014) with the title"Exploring Formula for Success in Teacher"s Licensure Examination" revealed that the significant predictors of success in passing the licensure examination for would-be elementary teacher include the performance in the admission test and professional education GPA. To the BSE, the same variables are significant predictors with the addition of the pre-board overall performance.

Accreditation Levels of Teacher Education Program:
It appears on Table 13  The finding reflected that state universities really exerted efforts in delivering quality instruction through accreditation.   It was reflected that the three state universities were advanced in the extent of quality management system.
In giving support, in the article of Naden (2018), the freshly published ISO 9004, Quality Management -Quality of an Organization-Guidance to achieve sustained success, divulges the secrets and strategies of some of the longlasting business around the world to help other organizations prepare for such challenges, optimizing their performance at the same time. It will help organization move to the next level beyond ISO 9001 quality management system by addressing topics such as the alignment and deployment of strategy, policy and objectives with the broader contexts of the organization"s vision, mission, values and culture.

Frequency and Percentage Distribution of Respondents by Academic Rank:
The table indicates that out of ninety-one (91) respondents, 34 or 37% of them were Instructor; 28 or 30.8% of them were Assistant Professor; 24 or 26.4% were Associate Professor and 5 or .4% were Professor. Evidently, teaching force in all state universities, instructor (rank) occupied greater percentage. It meant that instructors need more time and efforts to be in the higher rank of professors. In support to the finding was the study of Yuyou, Q. &Wengjing, Z (2018) found out the following: (a) there was urban-rural difference exist in the opportunity to access compulsory education teacher professional rank; (b) significant salary difference exist among teacher different rank; (c) teacher of different opportunities to participate in training; (d) significant differences exist among teacher different rank in terms of average classroom hours per week and important duties undertaken.

Significant Relation between Emotional Intelligence, Leadership Style, Job Satisfaction and School Performance:
The tableshowsthat among the indicators of emotional intelligence, self-regulation (r=0.273, p=0.008) and internal motivation (r=0.223, p=0.021) were found to have significant relationship with SUCs performance in terms of licensure examination. The leadership style in the component of idealized influence (r=0.228, p=0.019), and inspirational motivation (r=0.311, p= 0.006) and along job satisfaction as to work condition (r=0.292, p=0.007), compensation (r=0.263, p=0.008), recognition (r=0.246, p=0.017), and work load (r=0.250, p=0.015) were also found to have significant relationship with SUCs performance as to licensure examination. The rest, however, were found to have no significant relationship as revealed by the p-value greater than 0.05 level. It showed that emotional intelligence in the dimension of self-regulation and internal motivation, leadership style in the component of idealized influence and inspirational motivation, and job satisfaction as to work condition, compensation, recognition and workload had significance to the school performance in terms of licensure examination for teachers.
The findings were supported by the following studies: Study of Abu-Tineh, et al. (2017) included participantseducators on the importance of the licensure system in improving their performance, the necessity of using professional standards as tools for professional growth and development, and the importance of refining the professional portfolio for authenticity and reliability; study of Aydin,Subgur&Uzuntiryaki (2009) revealed that teacher regulation scale( goal setting, intrinsic interest, performance goal orientation, mastery goal orientation, selfinstruction, emotional control, self-evaluation, self-reaction and help-seeking) can be utilized as a valid and reliable instrument to assess teacher"s self-regulatory strategies; study of Altay and Yesilbura (2017) showed prospective teacher dispositional hopes can be examined based on four factors( i.e. active hope, passive hope, internal sources and external sources) whereas their teaching specific hopes can be examined with student motivation, student development, relationships with students, internal and external sources. In the article of Muenjohn and Armstrong (2008) idealized influence is described when a leader is being a role model for his/her followers and encouraging the followers to share common visions and goals providing a clear vision and a strong sense of purpose while inspirational motivation represents behaviors when a leader tries to express the importance of desired goals in simples ways, communicates high level of expectations and provides followers with work that is meaningful and challenging; study of Nyenyembre, et. al (2016) claimed that teachers were more satisfied with their job when their school heads work closely with them; study of Fale and Fathi (2013) revealed that teachers were highly satisfied with classroom physical environment and their relationship within the school; Kearney"s study indicated that Africans were least likely satisfied with salaries, benefits and opportunities; study of Tessema, M, Ready and Embaye, A. (2017) found out that recognition, pay and benefits have significant impact on job satisfaction regardless of country income level; and Peters" study (2013) showed that teachers have higher overload than all other professions and happy in their work.

Significant Relation between Emotional Intelligence, Leadership Style, Job Satisfaction and School Performance:
The tableshowsthat among the indicators of emotional intelligence, self-regulation (r=0.274, p=0.008) was found to have significant relationship with SUCs performance in terms of accreditation level. The leadership style in the component of idealized influence (r=0.213, p=0.048), and inspirational motivation (r=0.314, p= 0.004) were also found to have significant relationship with SUCs performance as to accreditation level. The rest, however, were found to have no significant relationship as revealed by the p-value greater than 0.05 level. There was clear manifestation that emotional intelligence in the dimension of self-regulation and the leadership style in the component of idealized influence of educator had relation to the school performance in term of College of Teacher Education Accreditation Level.
In giving support to the finding was the study of Toussi, Boari&Quanizaheh (2011) revealed that there was significant relationship between teachers" self-regulation and their teaching.
Further support to the results was the study of Pope (2017) findings was consisted with theories that transformational leadership is most effective in organization facing turbulence. Analysis of data confirmed the theoretical underlying assumption that participants exhibited transformational leadership characteristics; "idealized influence", "inspirational motivation" and intellectual stimulation".

Significant Relation between Emotional Intelligence, Leadership Style, Job Satisfaction and School Performance:
The tableshowsthat among the indicators of emotional intelligence, internal motivation (r=0.255, p=0.014) was found to have significant relationship with SUCs performance in terms of academic rank and the job satisfaction in the component of compensation (r=0.276, p= 0.008) was also found to have significant relationship with SUCs performance as to academic rank. The rest, however, were found to have no significant relationship as revealed by the p-value greater than 0.05 level.
It was clear evidence that emotional intelligence in the dimension of internal motivation, and job satisfaction in the component compensation of educator had connection to the school performance in term of academic rank. In support to the finding was the study of Brown (2016) revealed that faculty do not see themselves as pushed into their careers through external factors, but rather, describe being pulled into community college instruction through a set of personally meaningful internal motivation.
It was further supported by the study of Quraishi, Hussain & Rahman (2010) showed the compensation and benefit schemes have connected with job satisfaction.

Significant Relation between Emotional Intelligence, Leadership Style, Job Satisfaction and School Performance:
The tableshowsthat among the indicators of leadership style, idealized influence (r=0.249, p=0.019) and inspirational motivation (r=0.211, p=0.024) were found to have significant relationship with SUCs performance in terms of ISO Certified. The rest, however, were found to have no significant relationship as revealed by the p-value greater than 0.05 level. It appeared that the emotional intelligence in the component of social skills and the leadership style in the components of idealized influence and inspirational motivation of educators had links to the school performance in terms of International Organization for Standards (ISO) certified.
In support to the findings was the study of Sai (2016) indicated how teachers supported the learners" development of social skills, their pedagogical choices reflected their personal interactional styles. The teachers who favoured informal interaction engaged in real life situation with learners, whereas those favoring formal interaction chose separate activities for practicing social skills.
Finding was also backed up by the study of Zdaniuk and Bobocel (2015) claimed that idealized influence leaders may motivate employees to respond to instances of workplace mistreatment in ways that are beneficial to themselves, others and the organization.
Further, in giving support to the finding was study of Malok (2016) asserted that strongest motivation of the faculty members to stay in the job was the opportunity to grow professionally.

Conclusion:-
It was concluded therefore that only selected indicators had the relationship to school performance in terms of licensure examination for teachers, accreditation, and academic rank and ISO certification. It means that the hypothesis was partially accepted or sustained.

Recommendations:-
Based on the formulated conclusions, the following were hereby recommended: 1. Educators may maintain the practice of emotional intelligence in the dimensions of self-regulation, internal motivation and social skills and may also practice with high level other dimensions such as empathy and selfawareness. 2. Educator may maintain the practice of leadership style with high level other components such as intellectual stimulation and individualized consideration. 3. To make educators more satisfied and contended, work condition may be enhanced and recognition may be consistently awarded and be given also to part time educators. 4. Since there was partial significant relationship between the educators" emotional intelligence, leadership st yle, and job satisfaction and school performance in terms of licensure examination for teachers, accreditation, academic rank and ISO certification, other measures such as quality instructions, research, extension and linkages, the employability of graduates, the marketability of course offerings, educator"s attitude and behavior as well enrollment population may be gauged. 5. Other recommendations went to the following indicators of school performance: licensure examination, accreditation, academic rank and International Organization for Standards (ISO). 6. To maintain/level up the national passing rate of both programs, the different approaches/strategies, like rigid discipline, the motivation for/of students by taking into account the following: high general average (raising the ceiling grade), admission test, high caliber and qualified teachers/lecturers to review students, and review materials. 7. All state universities may maintain/upgrade the accreditation levels of BEED & BSED programs through preparation in regular basis the documents for easy access. 8. The other (2) state universities may apply for the latest version of ISO 9001-2015 before September 2018, the last day for application, to make all five universities ISO certified. 97 9. Educators who were ranked instructor may exert more time and efforts to be ranked in the higher level by taking into possibilities professional growth and development, seminars, research publication, extension, book publication, instructional materials, etc. 10. Further studies and considering other variables may be undertaken to enhance the present research undertaking.