Secondary Education Principals/Superintendents
The purpose of this study was to examine the relationship between
the emotional intelligence of the principal and teachers’ perceptions of the
principals’ leadership effectiveness.
The sample consisted of a stratified random sampling of 32
of the approximately 455 principals in the southwest quadrant of Missouri and 160
of their teachers. There were 16 male and 16 female principals, along with five
randomly selected faculty members from each of their staffs. Six male and six
female principals were at the elementary school level and five males and five
females at the middle and high school levels. Principals completed Jerabek’s
(1998) Emotional Intelligence Test (EIQ) and teachers completed the Observer
form of the Leadership Practices Inventory.
While correlations were positive none reached statistical
significance between emotional intelligence (overall) and any of the five
leadership practices. Similarly, the five leadership practices were not significantly
associated with the emotional intelligence subscales of behavioral or knowledge.
Analysis of the role of gender between emotional intelligence and leadership
practices revealed no statistical significance.
Analysis by gender and “building level” (elementary vs. middle/high
school) did reveal some statistically significant differences. For females at the
elementary level, there was a strong relationship between overall EIQ and
Modeling, Encouraging and Challenging. This was not true for females at the
middle/high school level. There were no statistically significant relationships for
men at the elementary level. Middle school male principals were found to have a
significant negative correlation with overall EIQ and Inspiring, Challenging, and
As elementary female principals increased in EIQ behavioral their
leadership practice of Challenging increased and as EIQ knowledge increased so
did Inspiring, Challenging, Enabling and Encouraging. Significant relationships
were not found for middle/high school female principals, or for elementary male
principals. Middle school male principals had significant inverse relationships
between EIQ behavioral and Inspiring and Challenging, while for high school
male principals all the relationships were negative, and significant between EIQ
knowledge and Challenging, Modeling and Encouraging.
“It can be concluded that the overall emotional intelligence of the building
administrator is not related to specific areas of leadership” (p. 75), and this is also
true for specific areas of emotional intelligence (behavioral and knowledge) and
teachers’ perceptions of leadership practices. “The gender of the principal does
not play a role in the relationship between their emotional intelligence and the
teachers’ perceptions of their leadership effectiveness” (p. 76). Secondary
analysis revealed some interactive effects between “building” (elementary, middle
and high school), gender, and leadership practices.