Role of Emotional Intelligence in Leadership Effectiveness of School Principals in Government Primary School in Lideta Sub City
| dc.contributor.advisor | Demoze Degefa (Ph.D) | |
| dc.contributor.author | Webit Gossaye | |
| dc.date.accessioned | 2026-02-06T08:50:06Z | |
| dc.date.available | 2026-02-06T08:50:06Z | |
| dc.date.issued | 2025-06 | |
| dc.description.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. | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/7636 | |
| dc.language.iso | en_US | |
| dc.publisher | Addis Ababa, Ethiopia | |
| dc.subject | Emotional Intelligence | |
| dc.subject | Leadership Effectiveness | |
| dc.subject | Educational Leaders. | |
| dc.title | Role of Emotional Intelligence in Leadership Effectiveness of School Principals in Government Primary School in Lideta Sub City | |
| dc.type | Thesis |