EMOTIONAL INTELLIGENCE QUOTIENT (EIQ) OF SCHOOL ADMINISTRATORS OF ILIGAN CITY DIVISION IN RELATION TO THEIR ORGANIZATIONAL

SKILLS

Farolito G. CantiverosResearcher

Rationale

In recent years a number of theorists have proposed the existence of emotional intelligence quotient that is complementary to the type of intelligence measured by IQ tests. Measures of Emotional Intelligence Quotient (EIQ) have long been utilized as gatekeeper measures for leadership placement within organizations. Universities and Colleges have created leadership degree programs which are often almost exclusively measures of cognitive ability. However, leaders with analogous educational and professional backgrounds may experience different levels of success even when facing quite similar situations

Rationale

American psychologists Salovey and Mayer (1990) together introduced the concept of emotional intelligence quotient as the ability to perceive, understand, express, and regulate emotions. Emotionally intelligent people can use their emotions to guide thoughts and behavior and can accurately read others’ emotions. Goleman (1995), an American author and journalist, popularized the concept in his book Emotional Intelligence and expanded the concept to include general social competence. This competence is a learned capability based on emotional intelligence that results in outstanding leadership performance at work or in school.

Rationale

To be adept at an emotional intelligence requires an underlying ability in social awareness and relationship management and is translated into job skills that can, and indeed must, be learned. This means that emotional intelligence quotient shows how much of the potential you can learn by mastering skills and translating it into on-the-job capabilities.

Rationale

Meanwhile, Bardach (2008) speculates that the complexity and changing nature of education today requires proficiency in emotional intelligence to ensure knowledgeable, confident, creative, and sensitive decisions. Therefore, school administrators are faced with the task of enhancing their emotional intelligence in order to improve their prioritization, self-discipline, time management, cognitive organization, strategy, neatness, and self-motivation in the organization.

Rationale

Moreover the researcher observes that a school administrator who cannot translate their emotional intelligence into on –the-job capabilities has the difficulty of running his organization. This can be seen through the negative feedback from the people inside and outside the school environment, the increasing number of complaints in the grievance committee, the overlapping of school activities, unmotivated teachers, lack of self discipline that creates conflict between school administrators and teachers and the lack of discerning priorities for the school organization.

In the light of this reality, it is the desire of the researcher to explore the degree of association between EIQ and their organizational skills.

Theoretical Framework This portion presents the theoretical bases for the

present investigation. It incorporates theories relevant to emotional intelligence quotient such as: Goleman’s Emotional Based Theory of Performance, Woolfolk’s Emotional Intelligence and Thinking Theory, Piaget’s Cognitive Learning Theory and Senge’s Learning Organization Theory.

Emotional intelligence quotient is often expressed through emotional competence which is based on emotional intelligence. According to Goleman (1995) in his emotional intelligence based theory of performance that each individual must recognize and regulate personal and social competence along the four domains such as self-awareness, self-management, social awareness, and relationship management.

Theoretical Framework

This means that in the perspective of cognitive intelligence the intellectual abilities like verbal fluency, spatial logic, and abstract reasoning are based primarily in specific areas of the intelligence quotient. When these areas are not tapped, the corresponding intellectual ability suffers. In contrast, emotional intelligence encompasses the behavioral manifestations that primarily link the areas for emotion. In addition, Woolfolk (as cited by Ketefian, 1981) states that inner forces not automatically shaped and controlled by external stimuli neither drive the emotional cognitive view of people.

Theoretical Framework Moreover, Piaget’s cognitive learning theory (as cited

by Corregidor, 1996) state that cognitive growth proceeds through assimilation and accommodation. He stressed further that the individual person develops chronologically his mental ability from sensory-motor to formal operational stages. Piaget’s model of emotional and progressive change in the structure of behavior and in thought has assisted educators in preparing intellectual experiences in school.

Finally, Senge’s (1990) learning organization theory describes learning as enhancing ones capacity to take action. This means that learning organizations are organizations that are continually enhancing their capacity to create. Senge believes that organizations are evolving from controlling to predominantly learning.

Conceptual Framework

In the light of the above theories, the researcher conceptualizes that the organizational skills of school administrators is influenced by their emotional intelligence. Figure 1 shows the interplay and relationship among variables in the study.

This study conceptualizes that respondents profile factors have significant bearing on organizational skills. In this study these profile factors include age, gender, educational attainment, monthly income, years of experience, and job grade. Moreover, this study conceptualizes that emotional intelligence quotient of school administrators, which are translated in the following elements: self-awareness, empathy, self-confidence, and self-control, have bearing on their organizational skills.

Conceptual Framework

A long-standing tradition in emotional intelligence research has considered the influence of the varied elements in emotional intelligence quotient on the effectiveness of the managers’ organizational skills (Goleman, 1995). This means that there is greater possibility for these elements can impact the self-discipline, time management, cognitive organization, strategy, and self-motivation of school administrators.

Finally, results of the study lead to some implications that might assist the researcher to utilize ready-made programs or action plans that will help enhance the organizational skills of the school administrators.

Statement of the Problem

This study aims determine the relationship between emotional intelligence quotient and organizational skills of school administrators in Iligan City Division.

Specifically, it seeks answer to the following questions:

What is the demographic profile of the respondents in terms of the following: age; sex; educational attainment; job grade; years of experience, and monthly income

Statement of the Problem What is the extent of emotional intelligence quotient of

the respondents along: Self-awareness; empathy; self-confidence; and self-control?

What is the organizational skill level of the school administrators along:

Prioritization Self-Discipline Time Management Cognitive Organization Strategy Self-Motivation?

Statement of the Problem

Is there a significant relationship between the respondents’ organizational skills and the following:

Profile Variables; and Emotional Intelligence Quotient?

What implications can be drawn out from the findings of the study?

Hypothesis

The following null hypothesis is advanced and will be tested at 0.05 level of significance.

H01: There is no significant relationship between the respondents’ organizational skills and the following: profile variables and emotional intelligence quotient.

Scope and Limitation This study focuses on the relationship between

the emotional intelligence quotient and organizational skills of school administrators in Iligan City Division, school year 2007-2008.

Emotional Intelligence Quotient includes self-awareness; empathy; self-confidence; and self-control while profile variables consist of their age, sex, educational attainment, job grade, years of experience, and monthly income.

One limitation of the study is the sincerety of the respondents’ answers, which can be influenced by personal expectations, and attitudes toward the research study.

Significance of the Study Results of this study will provide baseline data on the

influence of emotional intelligence quotient to the organizational skills of school administrators of Iligan City Division. This study is of great importance to the following:

School Administrators: The findings of the study provides extensive information regarding emotional intelligence quotient, thus giving them facts that would help them improve their self-awareness; empathy; self-confidence; and self-control.

Human Resource Development: Results of this study help them formulate a program that develops the organizational skills of the school administrators along self-discipline, time management, cognitive organization, strategy, and self-motivation.

Significance of the Study School Teachers: Similarly, findings of this

study would help them reflect the significance of emotional intelligence quotient in the school organization. Such reflection would lead to the following acknowledgment that emotions are indeed one key ingredient to enhance the teaching-learning process. It helps increase their performance level.

Future Researchers: For those who will conduct a similar study, this would serve as benchmark information for them. Findings of this study provide an essential baseline data on the emotional intelligence quotient and organizational skill of school administrators.

Research Method

This study will try to describe the relationships between the emotional intelligence quotient of school administrators and their organizational skills. The researcher will employ the descriptive-correlational method.

It is descriptive since it will involve the collection of data that will describe the profile of the administrator-respondents, determine their emotional intelligence quotient and their organizational skills. In addition, it is correlational since it tries to measure how these variables are related with each other.

Research Environment This study is administered in the division of

Iligan City, school year 2007-2008. The division is strategically located along the northeastern portion of northern Mindanao facing Iligan Bay. The city is bounded by the municipalities of Baloi and Linamon in the south, the territories of Lanao del Sur and Bukidnon provinces in the East and the municipality of Lugait in the north.

Figure 2 shows the location map of Iligan City Division

The Respondents The respondents of this study will be the 35

elementary (central) and secondary school administrators of Iligan City Division. All will be taken as respondents of the study so no sampling procedure will be done. The distribution of respondents according to schools they manage is shown in Table 1.

Data-Gathering Procedure In the gathering of data, the researcher will

pass a formal letter of request to the Schools Division Superintendent to be signed by the Dean of Graduate School, St. Peter’s College. The researcher personally distributed the questionnaires to the respondents. Retrieval of the answered questionnaires will be immediately. Data gathered will be scored, tabulated, analyzed and interpreted to provide answers to the problem of the study.

Research Instruments A survey questionnaire will be used to acquire

the profile, emotional intelligence quotient, and organizational skills of the school administrators. This will be conducted to all elementary (central) and secondary school administrators in Iligan City Division.

This study will employ a survey questionnaires patterned from the study of Petrides and Furnham (2001), and from the Osberg and Karen(2006). This instrument will be divided into three parts. Part one will compose the following demographic profile: age, sex, educational attainment, job grade, years of experience, and monthly income.

Research Instruments Moreover, part two will comprise the emotional

intelligence quotient factors, namely: self-awareness, empathy, self-confidence, and self-control. Part three will be the organizational skills which will be translated into self-discipline, time management, cognitive organization, strategy, and self-motivation.

Furthermore, the scoring system and interpretation for part two and three will be done using the system software for EIQ and OS. Although the instrument used in this study has gained its validity and reliability through its conduct during the study of the above mentioned proponents, the researcher will still submit the instrument to the validation committee to ensure good-fit of the research instrument under local setting.

Statistical Tools The data obtained will be summarized, translated and

analyzed using the following statistical tools: Frequency Counts, Percentages, Arithmetic Mean,

Ranks and Standard Deviation. These were used to describe demographic profile of the

school administrators, extent of their emotional intelligence quotient, and the level of their organizational skill.

Pearson r and t-test for Correlation This will be utilized to determine the significant

relationships between organizational skills and the following: profile variables and emotional intelligence quotient.

All computations will be done using the Statistical Package for Social Sciences (SPSS) software and all tests of hypotheses will be set at 0.05 level of significance.

THANK YOU!