Emotional Intelligence and Leadership Effectiveness of Administrators Among the Selected Schools in the Schools Division of Mountain Province

AUTHOR(S)

Andres Mocate Cuyasan

ABSTRACT

Emotional intelligence is very critical to leadership effectiveness and has become increasingly popular as a measure to identify potentially effective leaders and as a tool to develop effective leadership skills. This study aimed to delve into the emotional intelligence and leadership effectiveness of school administrators in the Schools Division of Mountain Province purposely to ensure good governance and quality curriculum implementation. The descriptive method was used with a survey questionnaire as the main data gathering tool. There were 529 respondents who are composed of 141 school administrators and 388 teachers chosen through random sampling. Findings reveal that the school administrators have a very high level of emotional intelligence as perceived by both school administrators and teachers. There is no significant difference in their emotional intelligence as perceived by both groups. Further, there is no significant difference also in the level of emotional intelligence of the elementary and secondary school administrators which are both described as very high. In terms of leadership effectiveness, the school administrators rated their level of leadership effectiveness as moderately effective while the teachers gave a rating of very high level. Using the t-test, there is a significant difference in the ratings given by the school heads and the teachers. Further, there is no significant difference in the level of leadership effectiveness of elementary and secondary school heads. Using Pearson r, there is a strong positive relationship between emotional intelligence and the leadership effectiveness of the school administrators.
To further enhance the emotional intelligence and leadership effectiveness of the school heads, a leadership development plan is proposed which covers mental health programs, enhancement of socio-emotional competence, coaching and mentoring activities, establishing dynamic school recognition programs, and streamlining procedures in schools.