RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP ABILITIES OF HEAD TEACHERS OF GIRLS SECONDARY SCHOOLS

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP ABILITIES OF HEAD TEACHERS OF GIRLS SECONDARY SCHOOLS

Abstract

The study was descriptive and correlational in nature. A survey research design was used for the study. The main objectives of the study were: To measure the level of emotional intelligence and leadership abilities of head teachers of girls’ secondary school at district Rahim Yar Khan, and to find out the relationship between emotional intelligence & leadership abilities of head teachers of girls’ secondary school at district Rahim Yar Khan. All the head teachers of girls’ secondary schools at district Rahim Yar Khan constituted the population of the study. Ninety-six (96) head teachers were working in the girl’s secondary schools at district Rahim Yar Khan at the time of data collection. Since data were collected from all the head teachers of the girl’s secondary schools, therefore, the population and sample size were identical.

Data regarding the emotional intelligence of the head teachers were collected through a questionnaire adopted from Shah (2020) which he has used in his study for M.Phil. Thesis. Whereas data regarding the leadership abilities of the head teachers were collected through a questionnaire adopted from Khan(2020) which he has used in his study for PhD thesis. Since the schools were closed due to the Covid-19 pandemic at the time of data collection, therefore, Google online forms questionnaires were used for data collection. The data were processed and analyzed by SPSS-22.

Mean and standard deviation was used as descriptive statistics of the study whereas Pearson correlation coefficient and simple linear regression were used as inferential statistics of the study. The study found a significant positive correlation between the emotional intelligence and leadership abilities of secondary schools’ head teachers at district Rahim Yar Khan.

It was recommended by the researcher that the head teachers may be given proper training in emotional intelligence in order to provide them with sufficient know-how about emotional intelligence and make them able how to use it for handling and motivating the employees under their auspices. It was also recommended by the researcher that the study may be replicated in other districts and at different levels of education to pave the way for generalizing the results of studies already conducted in this regard.

Citation: Arshad.Z (F2021). RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND LEADERSHIP ABILITIES OF HEAD TEACHERS OF GIRLS SECONDARY SCHOOLS IN DISTRICT RAHIM YAR KHAN. The Virtual University of Pakistan. (Lahore, Pakistan)

The role of head teachers in educational institutions extends beyond mere administrative duties; they are pivotal in shaping the learning environment and influencing the overall success of their schools. A growing body of research highlights the critical role that emotional intelligence (EI) plays in enhancing the leadership abilities of head teachers, enabling them to effectively navigate the complexities of their roles.

Understanding Emotional Intelligence

Emotional intelligence refers to the ability to recognize, understand, and manage one’s own emotions, as well as the ability to recognize, understand, and influence the emotions of others. This set of skills includes self-awareness, self-regulation, social awareness, and relationship management. For head teachers, high emotional intelligence can significantly impact their interactions with staff, students, and the wider school community.

Impact on Leadership Abilities

1. Enhanced Communication Skills: Head teachers with strong emotional intelligence can communicate more effectively. They are adept at expressing their ideas clearly and empathetically, facilitating better collaboration among staff and fostering a positive school culture. This ability to communicate can lead to improved morale and greater teacher engagement.

2. Conflict Resolution: Emotional intelligence equips head teachers with the skills to manage conflicts more effectively. By understanding the emotional dynamics at play, they can mediate disputes and negotiate solutions that are acceptable to all parties involved. This not only resolves issues but also strengthens relationships within the school community.

3. Motivation and Inspiration: Emotionally intelligent leaders can inspire and motivate their staff. By recognizing and addressing the emotional needs of teachers, head teachers can create an environment that encourages professional growth and development. This motivation is essential for fostering a culture of excellence in education.

4. Adaptability to Change: The educational landscape is constantly evolving, and head teachers must be adaptable to change. Those with high emotional intelligence are better equipped to navigate uncertainties and challenges, as they can remain calm under pressure and help their teams adjust positively to new situations.

5. Building Trust and Rapport: Trust is a fundamental aspect of effective leadership. Head teachers who demonstrate emotional intelligence can build strong relationships with their staff, leading to increased trust and loyalty. When teachers feel valued and understood, they are more likely to collaborate and support the head teacher’s vision for the school.

Conclusion

In summary, the relationship between emotional intelligence and the leadership abilities of head teachers is profound. Emotional intelligence enhances key leadership skills, such as communication, conflict resolution, motivation, adaptability, and trust-building. As educational leaders, head teachers with high emotional intelligence are better positioned to create positive learning environments that foster student success and teacher satisfaction. Investing in the development of emotional intelligence can significantly impact the effectiveness of school leadership, ultimately benefiting the entire educational community.

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