Correlation Between the Perceived Emotionally Intelligent Interpersonal Behaviors of School Principals and the Job Satisfaction of Their Teachers
This paper focuses on the perceived emotionally intelligent interpersonal behaviors (EIIBs) of school principals affecting the job satisfaction of teachers. The findings of this study strongly suggest that teachers have expectations of empowerment and collaboration that will enhance their being satisfied at school and these expectations are supported by their belief that they will feel satisfied at school if their principals give them the opportunity to develop their skills in an environment that nurtures effective communication, healthy relationships, empathy and trust. In order to be satisfied at school the findings clearly indicate that teachers need to be led by school principals who are confident in their leadership role, who send out clear unambiguous messages, who maintain self-control, who are adaptable and flexible and who face the future with optimism. It is evident from the research findings that a significant correlation exists between a teacher’s level of job satisfaction and a principal’s observable EIIBs. The findings further reveal that those respondents whose scores show that they are satisfied at their place of work, rate their principals’ interpersonal EIIBs as being high. They also believe that a principal’s EIIBs influence their sense of job satisfaction.
Keywords: Emotional Intelligence, Emotionally Intelligent Interpersonal Behaviors, Job Satisfaction, School Principals, Teachers
Prof. Prakash Singh
Professor of Advanced Studies in Education, Research, Technology & Innovation Unit
Dr. Peter Manser
Principal, Alexander Road High School