Role of Emotional Intelligence in Leadership Effectiveness of School Principals in Government Primary School in Lideta Sub City
No Thumbnail Available
Date
2025-06
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Addis Ababa, Ethiopia
Abstract
This study examined the role of emotional intelligence (EI) in leadership effectiveness of
principals in government primary schools within Lideta Sub-City, Addis Ababa, Ethiopia. A
mixed-methods research design was adopted, integrating both quantitative and qualitative
approaches to provide a comprehensive understanding of the phenomenon. The study population
included principals, assistant principals, and teachers, with a total of 150 individuals. To ensure
representative participation, a stratified random sampling technique was employed. The target
population was divided into three distinct strata based on professional roles—principals,
assistant principals, and teachers—and samples were drawn proportionately from each group
using Kothari’s formula. The final sample size consisted of 108 respondents (3 principals, 9
assistant principals, and 96 teachers). Data collection was conducted using two primary tools
standardized questionnaires and semi-structured interviews. The Emotional Intelligence
Questionnaire (EI-Q) and the Leadership Practices Inventory (LPI) were administered to assess
four EI dimensions self-awareness, self-management, social awareness, and relationship
management as well as leadership effectiveness. In addition, qualitative insights were collected
through interviews with school leaders to capture their personal experiences and perceptions of
emotional intelligence in leadership.The validity and reliability of the instruments were
confirmed through pilot testing and Cronbach’s alpha, with values ranging from 0.649 to 0.915,
indicating acceptable to high internal consistency. Quantitative data were analyzed using SPSS
version 2025, employing descriptive statistics, correlation analysis, and linear regression to
explore the relationship between EI and leadership effectiveness. Thematic analysis was used to
interpret the qualitative data, allowing for the emergence of rich, context-based themes.
Findings revealed that emotional intelligence significantly correlates with leadership
effectiveness, particularly in the domains of relationship management and self-management.
These results underscore the necessity for formal EI training programs and reflective practices
in educational leadership development.
Description
Keywords
Emotional Intelligence, Leadership Effectiveness, Educational Leaders.