Emotional Intelligence and Instructional Leadership of Secondary School Principals

Abstract

School principals’ emotional intelligence is necessary in view of the rapid changes taking place in the education system that requires schools are led by principals who are able to control and manage their emotions effectively. The role of principals as instructional leaders is also important to ensure effective teaching and learning processes take place in school. This study aimed to (i) identify whether there is a significant relationship between principals’ emotional intelligence and instructional leadership practices; (ii) to identify the level of emotional intelligence and principals’ instructional leadership and (iii) which of the dimension in emotional intelligence is the predictor to principals’ instructional leadership practices. The research was conducted using a survey method through a questionnaire distributed to 396 teachers. Data analyses were performed using SPSS through descriptive analysis, Pearson r Correlation and Multiple Regression. Results showed that there is a high, significant and positive relationship between principals’ in the required state. Relationship management, social awareness and self-awareness dimensions of the emotional intelligence competencies are predictors for principals’ instructional leadership practices where the dominant predictor is relationship management. On the whole, the implications of this study are important guide school leaders to manage and control emotions in when dealing with the various parties to produce outstanding students who, thus, form an effective school culture and distinction.