In order to build a stress management program, this study aims to determine the workload of elementary teachers as a mediating effect on emotional intelligence and work performance. Descriptive-correlational research is used in this studys quantitative methodology to examine the relationship between the variables being studied. The investigations focus on the connections between teachers workloads, emotional intelligence, and work performance made this methodology appropriate. During the academic year 2021–2022, the respondents worked as public elementary school teachers at Bagong Silang Elementary School, Estrella Elementary School, and Langgam Elementary School, all located in the City of San Pedro Area 5. Results indicate that the workload level of teachers is interpreted as moderately high to very high in terms of ancillary functions, classroom procedures, professional growth, counselling and mentoring, coordination activities, and community social services. It may imply that some teachers are overworked and given excessive workloads, whereas other educators may not feel this way and be able to effectively manage their workload. When it comes to self-awareness, self-management, social awareness, and relationship management, the teacher has very high emotional intelligence. It suggests that they foster resiliency, is emotionally intelligent, and balance their personal and professional lives. Then, it appears that teacher work performance is very satisfactory in terms of individual performance commitment and review form rating. The following conclusion was reached in light of the aforementioned findings. A teachers emotional intelligence and workload in various areas are significantly correlated. According to the findings, there is a link between a teachers emotional intelligence and workload related to things like classroom procedures, professional development, counselling and mentoring, and coordination tasks. Therefore, as the amount of work in these areas increases, a teacher might become more emotionally intelligent. Its crucial to remember that the correlation shown in this table does not necessarily imply causation and that other factors may have an impact on a teachers emotional intelligence. However, these results offer crucial insight into how workload and emotional intelligence relate to the teaching profession. School administrators and heads should monitor all teachers to ensure workloads are sufficient, balance and divide workloads, provide support and programs for professional development, be resilient and emotionally intelligent, screen applicants, assign roles and responsibilities consistent with the course, and focus research on teachers ancillary functions.

school administrators