Emotional Intelligence and Job Performance of Public Elementary School Principals in Samar Division: Basis for Developing an Enhancement Program
Keywords:
Emotional Intelligence, Job Performance, Development, Enhancement ProgramAbstract
This study determined the relationship between emotional intelligence of elementary school principals and job performance in Central Elementary Schools in Division of Samar, during the school year 2011-2012. This study employed descriptive-correlational research design in order to determine the relationship between emotional intelligence of elementary school principals and pupils’ achievement. The level of principal-respondents’ job performance based on organizational competence as to instructional supervision, development/implementation of educational programs, administrative management, and performance assessment were rated in the ranged from 5.60 to 8.59 interpreted as “Very Satisfactory”, the grand mean obtained was 8.22 interpreted as “very satisfactory”. The level of principal-respondents’ job performance based on professional and personal characteristics as to decisiveness, honesty, human relations, leadership, stress tolerance, fairness/justice, proper attire/good grooming obtained a grand mean of 8.72 interpreted as outstanding. The relationship between principal-respondents job performance along professional and personal characteristics showed that only average family monthly income was significantly related with job performance of the principal-respondents. The relationship between principal-respondents job performance along punctuality and attendance and civil status and relevant seminars/training national level were significantly related. The principal-respondents have few regional and national seminars and no international seminars; it is suggested that the respondents should be sent to attend regional, national, and international seminars.
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