THE ROLE OF EMOTIONAL INTELLIGENCE ON THE MANAGEMENT CAPABILITY OF ELEMENTARY SCHOOL HEADS IN AREA V-A, LEYTE DIVISION

This study attempted to assess the emotional intelligence and the management capabilities of the elementary school heads in Area V-A, Leyte Division. Using the descriptive correlational design, there were 151 respondents composed of school administrators and teachers from the different elementary schools in the said division. The profile of the school heads showed that more than one-third of them were female; mostly were married; nearly one half of them were with MS or MA Units; Principal I topped their designation; and the highest number of trainings attended which they had attended was in the division level. The school heads showed high intelligence when it comes to interpersonal communication under stress. As to self-management in life and career, the school heads were viewed by the respondents very highly and positively. Intrapersonal development of the school heads’ emotional state was somewhat average in intrapersonal valuing or in self-esteem. It was found out that the school heads had very high personal belief. They demonstrated very positive and high self-efficacy. Likewise, the school heads displayed also high and strong self-consciousness. As regards empathy, they fell in the average level as well. In terms of their management capabilities, the school heads were found to be very highly capable as well as competent in management of school goals, instructional management, direct supervision of instruction, accountable management and bureaucratic management. There were significant relationships between the socio-demographic profile of the school heads and school performance. Also, a significant relationship between school heads emotional intelligence and school performance existed. However, there was no significant relationship between the school heads’ management capabilities and school performance. It was concluded that the emotional intelligence of the elementary school heads had impact to the school. Their management capabilities, however, had no bearing or influence to school performance. Similar studies may be conducted but should focus on other aspects or variables of emotional intelligence and management behavior and/or skills for the school heads to come up with genuine and adequate data as basis for other future research into this subject