Status of Principals’ Emotional Intelligence and Leadership Challenges: The Case of Nifas Silk Lafto Sub City Private Secondary Schools
| dc.contributor.advisor | Kenennissa Dabi | |
| dc.contributor.author | Sinamaw Tagele | |
| dc.date.accessioned | 2026-07-02T08:02:51Z | |
| dc.date.available | 2026-07-02T08:02:51Z | |
| dc.date.issued | 2025-06 | |
| dc.description.abstract | The main purpose was to assess principals’ levels of emotional intelligence, determine the relationship between EI and leadership challenges, and identify ways to enhance leadership effectiveness through EI-based strategies. A mixed-methods approach was employed, using quantitative data from 244 teachers and 24 principals and qualitative data from principal interviews. The Emotional and Social Competency Inventory (ESCI) and other standardized tools were used for data collection. The findings revealed a significant mismatch between principals’ self-assessed EI and teachers’ perceptions. While principals reported high levels of empathy, adaptability, and conflict resolution, teachers perceived weaknesses in motivational skills, communication, and emotional self-awareness. Correlation analysis showed a strong inverse relationship between EI and leadership challenges, indicating that emotionally intelligent principals faced fewer difficulties in managing school operations, staff motivation, and stakeholder relationships. Key challenges identified included poor time management, weak communication, lack of participatory decision-making, and limited ability to inspire collaboration. The study concludes that while principals recognize the importance of emotional intelligence, there remains a gap in its effective application. It recommends institutionalizing EI in school leadership training programs, implementing 360-degree feedback systems, promoting reflective practices, and developing policy frameworks that support emotionally intelligent leadership. These actions are essential for building positive school climates, enhancing teacher and student motivation, and achieving better academic outcomes. Keywords: Emotional Intelligence, School Principals, Leadership Challenges, Private Secondary Schools, Ethiopia | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/8591 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | Emotional Intelligence | |
| dc.subject | School Principals | |
| dc.subject | Leadership Challenges | |
| dc.subject | Private Secondary Schools | |
| dc.subject | Ethiopia | |
| dc.title | Status of Principals’ Emotional Intelligence and Leadership Challenges: The Case of Nifas Silk Lafto Sub City Private Secondary Schools | |
| dc.type | Thesis |