Level of Practice on Parenting Styles and Emotional Intelligence Development of Tigwahanon Learners

This study examined Indigenous parenting styles and the development of emotional intelligence among Indigenous learners. Specifically, it assessed parenting styles, namely authoritative, authoritarian, and permissive, and evaluated emotional intelligence across the domains of interpersonal skills, empathetic responses, stress tolerance, optimism, assertiveness, problem-solving, and flexibility. Furthermore, the study investigated the relationship between parenting styles and the development of emotional intelligence among Indigenous learners. This study was conducted at Panuluanan Te Alubihid and Basbasanan To Opis, both extensions of Namnam Integrated School, located in Barangay Namnam, San Fernando, Bukidnon. The school primarily serves Indigenous Peoples (IP) learners belonging to the Tigwahanon tribe. A descriptive-correlational research design was utilized, and data were gathered through validated survey instruments administered to the respondents. Findings revealed that authoritative parenting was highly practiced, authoritarian parenting was moderately practiced, and permissive parenting was practiced to a lesser extent. Indigenous learners demonstrated a high level of emotional intelligence overall, with very high levels in empathetic responses and flexibility, and moderate levels in assertiveness. Correlation analysis showed that overall parenting styles were not statistically significantly related to overall emotional intelligence development. However, authoritative parenting was significantly associated with empathetic responses and problem-solving skills. The study concludes that while authoritative parenting may influence certain emotional intelligence domains, parenting styles as a whole do not significantly determine overall emotional intelligence development in Indigenous learners. Emotional intelligence may also be shaped by broader cultural, community, and environmental factors, as well as social interactions and lived experiences.