POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

Statement of the Problem

The main purpose of this study is to determine the relationship of emotional

intelligence and leadership effectiveness of secondary school heads in the province of

Laguna.

Specifically, the study will seek to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Sex

1.2 Age

1.3 Marital status

1.4 Length of service

1.5 Educational attainment

1.6 School size

2. What is the level of the school heads’ emotional intelligence in terms of:

2.1 Adaptability

2.2 General mood

2.3 Interpersonal relationship

2.4 Intrapersonal relationship

2.5 Positive Impression

2.6 Stress management?

3. What is the level of the school heads’ leadership effectiveness in terms of following

functions:

3.1 Leader as decision maker

3.2 Leader who empowers

3.3 Leader as influencer

3.4 Leader as positive force

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3.5 Leader as visionary?

4. Is there any significant difference on emotional intelligence of school heads when

grouped according to:

4.1 Sex

4.2 Age

4.3 Marital status

4.4 Length of service

4.5 Educational attainment

4.6 School size

5. Is there any significant difference on leadership effectiveness of school heads when

grouped according to:

5.1 Sex

5.2 Age

5.3 Marital status

5.4 Length of service

5.5 Educational attainment

5.6 School size

6. Is there any significant relationship between school heads’ emotional intelligence and

leadership effectiveness when demographic profile is considered?

7. Is there any significant relationship between emotional intelligence and leadership

effectiveness of school heads’ in secondary schools?

Hypotheses

This study will test the following hypotheses:

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1. There is no significant relationship between school heads’ emotional intelligence and

leadership effectiveness when demographic profile is considered.

2. There is no significant relationship between emotional intelligence and leadership

effectiveness of school heads’ in secondary schools.

Research Instrument

The set of instrument which will be utilized by school heads will be composed of three

sections as discussed below:

Part I deals on the profile of the subjects of the study, who are the secondary school

heads in the province of Laguna. This is designed to get the data as to the age, length of

service and educational attainment.

Part II deals with the emotional intelligence of the schools heads. The Bar-On EQi-S

Test (Short Version) of Emotional Intelligence by Dr. Reuven Bar-On will be used to measure

the emotional intelligence of the school heads as perceived by the school heads themselves

and the teacher respondents. The instrument employs five point response set ranging from

very seldom or not true of me to very often true of me or true of me. Further, the responses
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are (1 – Very seldom or not true of me, 2 – Seldom true of me, 3 – Sometimes true of me, 4 –

Often true of me, and 5 – Very often true of me).

There will be 51 items which follows the six-factor model of emotional intelligence as

proposed by the author. The six components are:

Scales Items

Adaptability 3, 10, 16, 23, 31, 37, and 42

Interpersonal 25, 28, 32, 34, 38, 40, 43, 45, 47, and 51

Intrapersonal 9, 15, 27, 29, 33, 39, 44, 46, 48, and 50

General Mood 1, 4, 5, 7, 11, 17, 19, 21, 24 and 26

Positive Impression 30, 6, 36, 12, 43, 24

Stress Management 2, 8, 14, 20, 22, 30, 35, and 41

Norms and Interpretations of Bar-On EQi-S Test (Short Version)

Quantitative Score Qualitative Interpretation

Score

130+ Markedly High A typically well-developed emotional and

social capacity
120-129 Very High Extremely well-developed emotional and
social capacity
110-119 High Well-developed emotional and social
capacity
90-109 Average Adequate emotional and social capacity

80-89 Low Underdeveloped emotional and social

capacity, with room for improvement
70-79 Very Low Extremely underdeveloped emotional
and social capacity, with considerable
room for improvement

Under 70 Markedly Low A typically impaired emotional and social

capacity, with extensive room for
improvement.
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Part III will deal with the leadership effectiveness of the school heads. There will be

30 items to be used that will measure the leadership effectiveness of the schools heads as

perceived by the respondents. Standardized instrument from Chapman’s & O’Neil’s (2000)

work will be used.

For determining, scoring and interpreting the responses of the respondents in terms

of leadership effectiveness of school heads, there will be five kinds of responses; always,

which means the school heads are very highly effective with the response scale of 5 and

mean interval of 4.50 – 5.00; often, which means they are highly effective with the response

scale of 4 and mean interval of 3.50 – 4.49; sometimes, which means they are moderately

effective with the response scale of 3 and mean interval of 2.50 – 3.49; rarely, which means

they are rarely effective with the response scale of 2 and mean interval of 1.50 – 2.49; and

never, which means they are never effective with the response scale of 1 and mean interval

of 1.00 – 1.49.