Leadership Styles and Emotional Intelligence of School Administrators: Their Impact on Teacher Performance
DOI:
https://doi.org/10.54536/jtel.v4i2.7620Keywords:
Descriptive-Correlational, Educational Administration, Emotional Intelligence, Leadership Styles, School Administrators, Teacher PerformanceAbstract
This study examined the leadership styles and emotional intelligence of school administrators and their impact on teacher performance in San Luis District II teachers. Using a descriptive-correlational research design, the study included 100 teachers selected via a universal sampling method. Data were analyzed using mean, Pearson product-moment correlation, and multiple regression analysis. Results revealed school administrators strongly demonstrate transformational, instructional, and democratic or participative leadership styles, while authoritarian leadership is moderately observed. In terms of emotional intelligence, administrators exhibit high levels across all dimensions, indicating strong emotional competencies in managing themselves and their relationships with others. Teacher performance was rated as very satisfactory, suggesting that teachers effectively meet professional standards and demonstrate competence in instructional practices. The study found significant relationships between leadership styles and teacher performance, as well as between emotional intelligence and teacher performance. Both leadership style and emotional intelligence were identified as significant predictors of teacher performance. In particular, authoritarian leadership, along with emotional components such as self-management, social awareness, and emotion management, emerged as key predictors. However, regression analysis revealed that among the leadership style indicators, only authoritarian leadership significantly predicts teacher performance and shows that selected indicators of emotional intelligence significantly predict teacher performance. The study concludes that effective leadership practices and strong emotional intelligence among school administrators play a vital role in enhancing teacher performance. By fostering supportive, collaborative, and emotionally responsive school environments, administrators can significantly contribute to improved instructional practices and overall educational outcomes.
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