Correlating the Emotional Intelligence and Conflict Resolution Strategies of School Leaders
Year: 2024
Type: article
Study design: Observational Study
Abstract: This descriptive correlational study examined the emotional intelligence and conflict resolution tactics of Southern Antique public secondary school leaders. We used the Emotional Intelligence Questionnaire and Conflict Mode Instrument to collect data. Frequency, percentage, mean, standard deviation, t-test for independent samples, one-way ANOVA, Tukey HSD, and Pearson's r with inferential data set at 0.05 in a two-tailed test were employed. The study found that school leaders have “very high” emotional intelligence and “very good” conflict resolution skills, both collectively and by sex, age, highest educational attainment, and length of experience. School leaders' emotional intelligence differed by sex in regulating emotions and empathy, as well as social skills, with experience length being a significant factor, although age and highest educational achievement were not. Sex significantly affected school leaders' conflict resolution tactics, although age, highest educational attainment, and length of experience did not. A positive significant relationship was found between school leaders' emotional intelligence and conflict resolution strategies in managing emotions, accommodating, avoiding, collaborating, and compromising; motivating oneself with competing; empathy with all five CRS dimensions; and social skills with collaborating. A policy recommendation was made to enhance school leaders' emotional intelligence and conflict resolution skills.
Institutions: Department of Education, University of Antique
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: bronze
OpenAlex ID: W4412371458