This study determined the Mathematics teachers’ level of Emotional Quotient and work attitude, and whether they have an effect on the performance of the students in Mathematics through a descriptive correlation design. Sixty-three (63) public secondary school Mathematics teachers from one school in the Division of Pasig took part in the study. To determine the level of Emotional Quotient and work attitude of the respondents, the study used a tool patterned after Helgriegel, et al. (1992). The grades of the students in Mathematics for the 3rd Quarter represented their performance in Mathematics. The data was summarized and analyzed through frequency, percentage, mean, and regression analysis. The results showed that the level of Emotional Intelligence of the Mathematics teachers is high, while their work attitude overall is very good. Specifically, the work attitude in terms of Sense of Efficacy is outstanding, in terms of Sense of Community is very good, and in terms of Sense of Professional Interest is also outstanding. In addition, the students’ performance in Mathematics was found to be good. The Mathematics teachers’ Emotional Quotient and Work Attitude were found to have a significant effect on the students’ performance in Mathematics. An action plan was crafted to ensure that teachers’ EQ and work attitude are sustained for better student performance in Mathematics.

Keywords: Emotional Intelligence, Work Attitude, Academic Performance, Mathematics.

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