The CEU SOP community: Difficulty, level of emotional intelligence and their coping approaches in new flexible learning modalities
1 School of Pharmacy, Centro Escolar University-Manila, 9 Mendiola St, San Miguel, Manila 1008, Metro Manila, Philippines.
2 The Graduate School, Centro Escolar University-Manila, 9 Mendiola St, San Miguel, Manila 1008, Metro Manila, Philippines.
Research Article
GSC Biological and Pharmaceutical Sciences, 2022, 19(03), 253–261.
Article DOI: 10.30574/gscbps.2022.19.3.0243
Publication history:
Received on 16 May 2022; revised on 19 June 2022; accepted on 21 June 2022
Abstract:
All Higher Education Institutions were mandated by the Commission on Higher Education to continue amid the COVID-19 pandemic through flexible learning. This sudden shift was challenging for both faculty and students as it affects their level of emotional intelligence (EI). This study determines the correlation of EI level and coping approaches of CEU pharmacy community during flexible learning despite COVID19. This cross-sectional correlational study employed a descriptive quantitative method. 291 student respondents were obtained using proportionate stratified random sampling. Contrastingly, 14 SOP faculty of second semester A.Y. 2021-2022 were included. There was an online survey containing three sections for socio-demographic profile and the difficulties encountered during flexible learning, level of EI, and coping approaches applied. Subsequently, the percentage and frequency distribution, mean, standard deviation, and profile analysis were utilized to analyze and interpret the data collected. The teachers were reported to have good EI domains except for self-regulation, which could be improved, and students have satisfactory EI. They recognized their self-regulation (64.58) and empathy (65.26) better than the teachers who realized their self-awareness (75.60), motivation (64.29), and social skills (73.21) better. Both respondents preferred problem-focused as their coping strategy. The teacher respondents had a good approach to problem solving (55.13), fair to their emotions (43.75), and poor to their avoidant coping (18.97). While, students had a good approach to problem solving (56.75) and fair to their emotions (47.57) and avoidant coping (26.71). Hence, there was no significant difference between the respondents’ socio-demographic profile and EI as well as coping mechanisms.
Keywords:
Flexible Learning; Modalities; Emotional Intelligence; Coping Approaches; CEU SOP Community
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Copyright © 2022 Author(s) retain the copyright of this article. This article is published under the terms of the Creative Commons Attribution Liscense 4.0
