EMOTIONAL INTELLIGENCE TOWARDS ENHANCED SCHOOL ADMINISTRATORS’ TRANSFORMATIONAL LEADERSHIP SKILLS
The study utilized the descriptive comparative and correlation research method. A cross-sectional survey was employed as well. The population universe was utilized in choosing 147 respondents, which included lay and religious school administrators, faculty, and non-teaching staff of Holy Trinity University. A four-part researcher-designed questionnaire modeled after the Emotional Competency Inventory by Mayer and Salovey and the Transformational Leadership Assessment by Burns was implemented to collect raw data. Descriptive and inferential statistical methods were applied to analyze the raw data. The results indicated that all respondents concur that their administrators believe in their own beliefs, abilities, and capacities to achieve specified performance levels that impact their subordinates' lives. The findings indicate that there is no significant correlation between the emotional intelligence of school administrators and their transformative leadership abilities. Administrators are encouraged to incorporate activities into the Administrators’ Development Program to boost emotional awareness. They should remain informed on social and political matters at all levels. To enhance social skills, particularly "Influence," they need to practice speeches and presentations to engage with their audience. Regular activities that involve study, play, service, and prayer should be implemented to strengthen connections with subordinates and require monitoring for feedback. Administrators ought to honor their subordinates' dignity and address contemporary issues without making anyone feel inferior. They are also motivated to establish goals and undertake calculated risks.
School Administrators, Emotional Intelligence, Transformational Leadership, Transformative Leadership Skills.