Emotional Intelligence and Management Effectiveness of School Heads in Eastern Kayapa District: Basis for a Leadership Development Initiative

This study examined the relationship between the emotional intelligence (EI) of school heads and the effectiveness of school management in Eastern Kayapa District to inform a leadership development initiative for the school year 2025-2026. Using a descriptive-correlational research design, the researchers gathered data from 88 respondents, comprising school heads and teachers. The study measured emotional intelligence in terms of self-awareness, self-regulation, empathy, and social skills and assessed school management effectiveness in curriculum and teaching, learning environment, leadership, governance and accountability, human resource and team development, and finance and resource management and mobilization. Results showed that school heads had a very high level of emotional intelligence, with overall median ratings of 3.85 from school heads and 3.90 from teachers. School management was also perceived as highly effective, although teachers generally gave higher ratings than school heads. The correlation results showed significant positive relationships between emotional intelligence and all areas of school management, with correlation coefficients ranging from 0.429 to 0.651 and significance levels of p < .001. The findings suggest that emotionally intelligent leadership is strongly associated with effective school management. Based on the results, a training-workshop for both teachers and school heads focusing on emotional intelligence and management effectiveness is proposed.