School Heads’ Leadership Style, Role Appreciation, and Emotional Intelligence Towards the Level of Productivity

Abstract

The study aims to determine Sanchez Mira School Heads’ leadership styles, role appreciation, and emotional intelligence towards the level of productivity. The study employed a quantitative correlational design. The study was carried out in Sanchez Mira District. A total of 39 respondents have participated in the study. Subordinates/teachers were included as a sample through the questionnaire survey method. Questionnaires were the main instruments of data collection. The instrument for the study was a five- point Likert-type questionnaire. Based on the findings, the data revealed that school heads demonstrated multiple emotional intelligence skills, resilience, and resonant leadership skills. The study findings suggest that school heads demonstrate many skills of emotional intelligence and resilience to initiate, utilize, and sustain resonant leadership. Due to the continually increasing demands placed on principals, these skills are imperative to principals’ success and emotional well-being. Results from the findings align with Goleman’s Model of Emotional Intelligence that self-awareness, self-regulation, motivation, empathy, and social skills positively impact a leader’s work performance (Goleman, 1995). The findings show that school heads employ the skills of self-awareness, awareness of others, mindfulness, hope/optimism, and compassion/ empathy to initiate, utilize, and sustain resonant leadership. In the light of findings and conclusions derived from this study, it was recommended that School Heads consider preferring the democratic leadership style to the laissez fair and autocratic styles because the democratic style is better for developing an effective school environment and has a positive impact on the results of schools.