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School Leaders’ Emotional Intelligence Expertise in Cultivating Teachers’ Pro-Active Interpersonal Behavior Performance
Subject area: Science,Engineering and Technology · Area of research: Education
DOI: https://doi.org/10.64388/IREV9I9-1715015
Abstract
This study determined the school leaders emotional intelligence expertise and the teachers interpersonal behavior practices and performance of the select public schools in the division of Bohol, Kanlaon City and Bayawan City during the school year 2023-2024. There were fifty nine (59) total respondents. The researcher employed descriptive design using the quantitative and qualitative approach. This study utilized researcher-adapted and modified instruments. There are five questionnaires used. (1) the respondents’ profile, the second one is the Genos EI Inventory The Genos EI self-report inventory. The third tool is the interpersonal behavior practices followed by the classroom management practices manifested by the teachers (4) focus group discussion (FGD) interview. As to the level of emotional intelligence of the school heads the data illustrates that school heads “Usually” demonstrate emotional self-awareness. High mean values were observed as well as moderately lower scores in some other values as reflected in the data. Participative interpersonal behavior of teachers, the data highlights that teachers show a strong participative interpersonal behavior. The extent of classroom management practices manifested as to teaching procedure in the aspect of Introduction of the lesson, consistently demonstrate effective lesson introductions, Students’ participation level is high. Results demonstrate that classrooms foster a highly engaging atmosphere. the level of emotional expertise manifested by the school heads, as reflected in teacher performance, is generally moderately expressed. It is concluded that there is significant correlation between heads’ emotional intelligence and the teachers’ interpersonal behavior and performance. Implementation of output will be implemented.
Keywords
Administration and Supervision, School Leaders Emotional Intelligence Expertise, Cultivating Teachers’ Pro-active Interpersonal Behavior Practices, Descriptive Design, Bohol and Negros Oriental, Philippines.
How to cite this paper
@article{1715015,
author = {Ma. Cristine B. Atregenio, Anna Lorilyn C. Baliano, Mary Ann M. Cambang, Jackelyn B. Logpit; Sylvia A. Rizaldo, Marilyn G. Digal; Vivian P. Vizcara, Ed.D., Dpa, Ph.D.},
title = {School Leaders’ Emotional Intelligence Expertise in Cultivating Teachers’ Pro-Active Interpersonal Behavior Performance},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {9},
pages = {989-1026},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1715015.pdf},
abstract = {This study determined the school leaders emotional intelligence expertise and the teachers interpersonal behavior practices and performance of the select public schools in the division of Bohol, Kanlaon City and Bayawan City during the school year 2023-2024. There were fifty nine (59) total respondents. The researcher employed descriptive design using the quantitative and qualitative approach. This study utilized researcher-adapted and modified instruments. There are five questionnaires used. (1) the respondents’ profile, the second one is the Genos EI Inventory The Genos EI self-report inventory. The third tool is the interpersonal behavior practices followed by the classroom management practices manifested by the teachers (4) focus group discussion (FGD) interview. As to the level of emotional intelligence of the school heads the data illustrates that school heads “Usually” demonstrate emotional self-awareness. High mean values were observed as well as moderately lower scores in some other values as reflected in the data. Participative interpersonal behavior of teachers, the data highlights that teachers show a strong participative interpersonal behavior. The extent of classroom management practices manifested as to teaching procedure in the aspect of Introduction of the lesson, consistently demonstrate effective lesson introductions, Students’ participation level is high. Results demonstrate that classrooms foster a highly engaging atmosphere. the level of emotional expertise manifested by the school heads, as reflected in teacher performance, is generally moderately expressed. It is concluded that there is significant correlation between heads’ emotional intelligence and the teachers’ interpersonal behavior and performance. Implementation of output will be implemented.},
keywords = {Administration and Supervision, School Leaders Emotional Intelligence Expertise, Cultivating Teachers’ Pro-active Interpersonal Behavior Practices, Descriptive Design, Bohol and Negros Oriental, Philippines.},
month = {March},
doi = {https://doi.org/10.64388/IREV9I9-1715015}
}