Teachers’ Emotional Balance in Relation to Management of Grade 1 Learners’ Anxiety

Abstract

The study aimed to determine the significant relationship between teachers’ emotional balance and their management of Grade 1 learners' anxiety. This study was conducted with 30 elementary teachers in the Banaybanay District.  The research revealed the exceptional emotional resilience of teachers and their effectiveness in supporting students with anxiety, in line with established literature highlighting the crucial role of teacher support in mitigating anxiety and boosting academic performance. The remarkably low standard deviations in emotional balance indicators underscore the consistency of teachers' emotional well-being, reinforcing the concept of a nurturing classroom environment. Although extensive mean scores suggest effective strategies for alleviating anxiety, the study identifies areas needing further enhancement, particularly in stress management and sharing experiences for anxiety control. The moderate correlation observed between emotional balance and anxiety management underscores the pivotal role of teachers' emotional health in addressing student anxiety. This research underscores the significant impact of emotional balance and adjustment on effective anxiety management, underscoring the importance of regulating teachers' emotions for a nurturing classroom atmosphere. Consequently, educational institutions were encouraged to prioritize strategies that promote teachers' emotional equilibrium through ongoing professional development, fostering a supportive environment for Grade 1 students' anxiety management.