Correlation Between the Perceived Emotionally Intelligent Interpersonal Behaviors of School Principals and the Job Satisfaction of Their Teachers

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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
Stream: Leadership, Decision Making
Presentation Type: Paper Presentation in English
Paper: Correlation between the Perceived Emotionally Intelligent Interpersonal Behaviors of School Principals and the Job Satisfaction of their Teachers


Prof. Prakash Singh

Professor of Advanced Studies in Education, Research, Technology & Innovation Unit
Faculty of Education, Nelson Mandela Metropolitan University

Port Elizabeth, Eastern Cape, South Africa

Prakash Singh is a professor of advanced studies in education. He is in the Research, Technology and Innovation Unit of the Faculty of Education at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. His field of specialization is educational leadership, fear management and curriculum development. He has published widely in accredited journals and presented numerous papers at national and international conferences. He is also a member of several national and international organisations and currently serves as an executive committee member of the Standard Generating Body of the South African Qualifications Authority in South Africa. He is the recipient of a Senior Fulbright Researcher’s grant. His current research focus is on the emotional intelligence of educational leaders and the management of fear in the educational milieu.

Dr. Peter Manser

Principal, Alexander Road High School
Port Elizabeth, Eastern Cape, South Africa

Dr Peter Manser is principal of Alexander Road High School which is located in Port Elizabeth, South Africa. His doctoral studies focussed on the effects of the emotionally intelligent behaviors of school principals on the job satisfaction of educators. He firmly believes in maintaining a balance between his cognitive ability and his emotional intelligence in leading his staff. As a leader, Dr Manser ascribes to the principles of collegiality. He has presented several papers at international conferences and has published articles in journals.

Ref: M08P0360