A Study about Head Teachers’ Emotional Intelligence and its Effects on Teachers’ Job Performance

Abstract

Introduction: This study investigates the influence of head teachers' emotional intelligence on the performance of secondary school teachers (SSTs) in the Gujranwala division of Punjab, Pakistan. Emotional intelligence is increasingly recognized as a critical factor in leadership effectiveness and organizational outcomes. Methodology: A sample of 532 SSTs was selected using multi-stage random sampling. Data were collected through two questionnaires: the Emotional Intelligence Assessment Tool (EIAT) and the Teacher Performance Evaluation Scale (TPES). Quantitative analysis techniques, including frequency analysis, correlation, and regression, were employed to analyze the data. Results/Findings: The study revealed a significant positive correlation between head teachers' emotional intelligence and the job performance of SSTs. Additionally, it was observed that female head teachers demonstrated higher levels of emotional intelligence compared to their male counterparts. Future Direction: This study highlights the importance of emotional intelligence in educational leadership and suggests that head teachers should focus on developing their emotional intelligence to enhance the performance of their teaching staff. Further research could explore additional factors influencing teacher performance and investigate interventions to improve emotional intelligence in educational leadership roles.