Emotional Intelligence as Predictor of Administrative Performance of School Principals in Public Elementary Schools in Region III

Abstract

Emotional intelligence (EI) has been increasingly recognized as a critical leadership competency in educational administration, particularly in school settings characterized by complex interpersonal and organizational demands (Goleman, 1998; Mayer et al., 2004). This study examined the relationship between emotional intelligence and the administrative performance of school principals in public elementary schools in the western part of Region III, Philippines. A quantitative descriptive–correlational research design was employed. Emotional intelligence was assessed across five domains—intrapersonal, interpersonal, adaptability, stress management, and general mood—while administrative performance was examined using the Philippine Professional Standards for School Heads (PPSSH) (DepEd, 2020). Respondents included 50 school principals and 300 permanent teachers selected through purposive sampling. Data were collected using the Bar On Emotional Quotient Inventory–Short Form (Bar On, 2006) and a researcher-developed administrative performance questionnaire aligned with national leadership standards. Results revealed effective emotional functioning among principals and excellent administrative performance. Emotional intelligence showed a strong, statistically significant relationship with administrative performance, with intrapersonal intelligence and general mood serving as significant predictors. These findings reinforce the importance of integrating emotional intelligence into educational leadership development.