Emotional intelligence and principals’ effectiveness: A study of selected secondary schools in Rivers State, Nigeria

Abstract

This study evaluated how emotional intelligence affects the overall effectiveness of principals in Rivers State`s schools. To achieve its goal, it sought to determine the levels of emotional intelligence possessed by these principals, and how such emotional intelligence capacity related to their job performance. The population of the study was 92 principals selected from secondary schools across Rivers State; this figure also served as the sample size. Using a quantitative survey questionnaire, data were collected from the participants across various components of emotional intelligence - including Self-Awareness; Self-Regulation; Self-Motivation; Empathy; and Social Skills. The findings supported a strong positive relationship between emotional intelligence and principals` performance - with self-awareness and social skills having made a significant contribution to this correlation. Conversely, it was found that self-motivation had the weakest impact on principals` effectiveness among all five components examined. Based on analysis, implementing robust training programmes for principals while prioritising recruitment based on candidates' emotional intelligence capacity and fostering a nurturing school culture were recommended.