Abstract
This study aimed to reveal the level of emotional intelligence and its dimensions: self-awareness, emotional management, empathy, and social skills, as well as revealing the significant differences in the degrees of emotional intelligence and its dimensions that are attributed to experience, educational level, and social status among kindergarten administrators in Amman. A scale of emotional intelligence was prepared to ensure validity and reliability to achieve the objectives of the study, and it was applied to a sample of (136) female managers. After using the arithmetic averages, the one-way analysis of variance, and the (T) test, the results are as follows:
 - The level of emotional intelligence of the female managers was high.
 - Significant differences were found in the overall degree of emotional intelligence and its dimensions attributable to more experienced managers' experience.
 - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to the educational level.
 - There were no significant differences in the overall degree of emotional intelligence and its dimensions due to social status.
Highlights
School principals face multiple challenges that threaten their job performance and emotional competence, and their negative attitudes towards administration evidence this
The fact that emotional intelligence is one of the secrets of professional success, it has been interested in psychologists and management, as emotional intelligence began to be studied as one of the skills and concepts of social intelligence, which was initially taught by Thorndike in the twenties of the last century
The results indicated that the level of emotional intelligence among school principals was moderate
Summary
School principals face multiple challenges that threaten their job performance and emotional competence, and their negative attitudes towards administration evidence this. The size of the professional pressures that the school administration profession imposes on them, as a result of this situation, an increased focus has been placed on the factors that increase the chances of success of school principals, and positively affect their job performance, and among the most important factors for the success of school leadership is experience and intelligence in general. Intelligent leaders promote success in themselves and their followers by recognizing and managing their emotions and the feelings of others (Goleman, 1995); Singh (2008) believes that the emotional intelligence of leaders is twice as important than intelligence or experience in predicting the success of leaders and managers in their job performance. In the 1990s, Salovey & Mayer (1990) and Goleman (1995) used the term emotional intelligence to describe an individual's ability to recognize and regulate emotions within himself and others. Greenockle (2010) believes that emotional intelligence throughout this stage of conceptual development is associated with personal competence, happiness, and success
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
