EMOTIONAL INTELLIGENCE SKILLS OF PRINCIPALS IN PUBLIC SECONDARY SCHOOLS IN RIVERS STATE

Abstract

The study examined Emotional Intelligence Skills of Principals in Public Secondary Schools in Rviers State. Two objectives and two hypotheses were formulated to guide the study. A correlational research design was adopted. The population for this study comprised the two hundred and seventy-six (276) public secondary schools in Rivers State. The sample size for the study comprised (414) principals, vice principals academic and vice principals’ administration, which represents 50% of the entire population. The study used two sets of instruments for data collection. The first instrument was titled “Principals’ Emotional Intelligence Disposition Questionnaire” (PEIDQ) while the second was titled “job performance Questionnaire” (JPQ). The questionnaire was divided into two sections. The findings revealed that good principals’ self-awareness has the capability to improve job performance in public secondary schools in Rivers State. The study recommended amongst others that Principals in public secondary schools in Rivers State should undergo regular training programs focused on enhancing emotional intelligence skills. Workshops and seminars can be organized to help principals develop self-awareness, self-regulation, empathy, and social skills. During the recruitment process for school principals, emotional intelligence assessments should be included to ensure that candidates possess the necessary EI skills required for effective leadership. The study concluded that emotional intelligence skills of principals in public secondary schools in Rivers State has revealed the critical role emotional intelligence plays in effective leadership. Principals who demonstrate high emotional intelligence skills are better equipped to handle challenging situations, communicate effectively with stakeholders, and create a positive school environment conducive to learning. It is evident that emotional intelligence is a key factor in successful leadership in the educational setting.