Adversity Quotient® and Emotional Intelligence of Selected Public-School Special Education Teachers Amidst the Pandemic

Abstract

The purpose of this study was to identify the relationship of AQ® (Adversity Quotient®) and EI (emotional intelligence) of the selected public-school special education teachers amidst the pandemic. This research tried to see whether gender, age, civil status, generation, and length of service contributed to level of AQ and EQ among special education teachers. 20 special education teachers who are currently teaching have been selected as samples in this research. The instruments used were adapted. Kruskal Wallis test was used to determine the respondents' differences when grouped according to their demographic profile in terms of the generation of the respondents. Meanwhile Mann Whitney U test was used to determine the respondents' differences when grouped according to their demographic profile in terms of age, gender, length of service, and civil status. This study found that only ownership as an aspect of adversity quotient and emotional awareness of others established a strong significant relationship (ρ=0.502, p=0.024). This means that if there is an increase in the level of ownership in one unit, there is a 50.2% increase in the level of emotional awareness of others, but the other variables did not show any significant differences.