EMOTIONAL INTELLIGENCE AND ITS IMPACT TO THE PERFORMANCE OF MARITIME DECK AND ENGINE CADETS IN THE SHIPBOARD TRAINING OF NAVAL STATE UNIVERSITY, NAVAL, BILIRAN PROVINCE

The study assessed on the Emotional Intelligence and its Impact to the Performance of Deck and Engine Cadets of the NSU-CME who underwent shipboard training. It examined the two programs: the Bachelor of Science in Marine Transportation and Bachelor of Science in Marine Engineering for SY 2012-2013 and 2013-2014. The study used quantitative approach utilizing the existing data submitted by deck and engine cadets of the NSU-CME after undergoing shipboard training. The instrument used in assessing the performance of the cadets was developed by NSU-Maritime Education. This was revised on January 5, 2004 after the recommendations made by Det Norske Veritas (DNV), the external quality assurance auditors for the maritime programs of NSU. Since then, the CME utilized this instrument in assessing the performance of deck and engine cadets. Recently, after the CHED and MARINA OBME evaluation, they found out that these data were not analyzed. The researcher takes the initiative in analyzing the data of the two programs: 1) BSMT with 35 cadets; and 2) BSMarE with 29 cadets for the SY 2012- 2013 and 2013-2014 who underwent twelve months (12) shipboard training. Data were tallied and coded accordingly. Guided by the framework of Boyatzis and Goleman’s emotional intelligence model, components of the instruments were categorized according to the four areas of competencies of the EI namely, a) self-awareness, b) selfmanagement, c) social awareness, and d) relationship management. This representation shows that emotional intelligence framework help in categorizing the soft skills identified by NSU-CME. Based on these classifications of competences in the EI framework and soft skills are connected with each other. Thus, EI framework can be used to analyze the data. The BSMT cadets are more aware on themselves than BSMarE cadets while they are on shipboard training. The BSMarE cadets need direct supervision and specific instructions from their ship officers to perform tasks effectively while they are on the shipboard training. The BSMT and BSMarE cadets have strong selfmanagement while they are on the shipboard training, have strong social awareness and show positive behavior that contributed to a favorable work and social climate on board while BSMT cadets are more cooperative to perform tasks together with superiors, subordinates and fellow workers than BSMarE cadets while they are on shipboard training. However, BSMarE cadets are rated with a mean of 2.67 interpreted as fair in terms of their capabilities to perform tasks independently as ship officer. This implies that the BSMarE cadets need to have a close supervision and strong assistance from the officers in performing their tasks while they are on the shipboard training. The program educational objectives for both BSMT and BSMarE expressly