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 Research Link: PRINCIPALS’ EMOTIONAL INTELLIGENCE.pdf

Review Report

Title: Principals’ Emotional Intelligence and their Administrative Performance in Public Secondary Schools in Anambra State
 Authors: Obiekwe, Kingsley Kenechukwu (PhD) & Ogbo, Rosita Nwaribeaku (PhD)
 Journal: International Journal of Education and Evaluation
 Publication Year: 2020
 Volume & Issue: Vol. 6, No. 3
 Pages: 35-43

Ven. Agalawatte Gnanavimala Thero ( Id Num:236511002)

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1. Introduction & Background

The study explores the relationship between principals' emotional intelligence and their administrative performance in Anambra State public secondary schools. The introduction effectively outlines the significance of education in national development and emphasizes the principal's role in school administration. The study is well-grounded in Nigerian education policies and theoretical perspectives on emotional intelligence and leadership.

Strengths:

✅ Clearly defines the importance of secondary education and the principal's role.
 ✅ Strong literature review incorporating global and local perspectives on emotional intelligence.
 ✅ Justifies the study based on observed issues in Anambra’s secondary schools.

Areas for Improvement:

●       The introduction could briefly introduce emotional intelligence theories earlier to create a stronger conceptual link to the research focus.

●       A more explicit gap in literature could be stated, highlighting what this study contributes that previous studies have not.

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2. Research Objectives & Questions

The study aims to:

1. Determine principals’ emotional intelligence levels.
2. Assess their administrative performance.
3. Examine the relationship between emotional intelligence and administrative performance.

These objectives are aligned with three well-defined research questions and one hypothesis, making the study structured and focused.

✅ Well-defined research problem and questions.
 ✅ Hypothesis testing provides statistical rigor.

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3. Methodology

Design: Correlational survey research design.
 Population & Sample: 6,382 teachers in Anambra State; a sample of 672 teachers was selected using multi-stage sampling.
 Instruments:

●       Principals' Emotional Intelligence Questionnaire (PEIQ)

●       Principals’ Performance Questionnaire (PPQ)
 Validity & Reliability:

●       Instruments were face validated by experts.

●       Cronbach’s alpha reliability: PEIQ (0.89), PPQ (0.84) – indicating high reliability.
 Data Analysis:

●       Mean scores for descriptive statistics.

●       Pearson’s Product-Moment Correlation Coefficient to test relationships.

Strengths:

✅ Strong reliability measures (Cronbach’s alpha > 0.80).
 ✅ Appropriate sampling technique for a large population.
 ✅ Use of correlation analysis strengthens findings.

Areas for Improvement:

●       The study could justify why only teachers were sampled, rather than including principals or students.

●       Could specify sampling bias risks and how they were mitigated.

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4. Key Findings

1. Moderate Emotional Intelligence:

○       Mean score 2.75 (on a 5-point scale).

○       Principals exhibit some emotional intelligence but not at an optimal level.

2. Moderate Administrative Performance:

○       Mean score 3.01 (on a 5-point scale).

○       Suggests room for improvement in leadership effectiveness.

3. Significant Positive Correlation (r = 0.57, p < 0.05)

○       Principals with higher emotional intelligence perform better administratively.

Strengths:

✅ Findings are supported by previous studies (Cherniss & Goleman, 2001; Caruso et al., 2003).
 ✅ Correlation analysis provides statistical backing for claims.

Areas for Improvement:

●       Could provide subgroup analysis (e.g., urban vs. rural schools, experience levels).

●       Discussion should elaborate on how specific EI components (self-awareness, empathy) influence performance.

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5. Discussion & Interpretation

The study finds that moderate emotional intelligence leads to moderate performance, reinforcing global research on leadership effectiveness. The discussion references several key studies (e.g., Goleman, 1998; Fleishman, 2004) and aligns well with organizational leadership theories.

Strengths:

✅ Engages with international literature on leadership and emotional intelligence.
 ✅ Identifies practical implications for educational policymakers.

Areas for Improvement:

●       More detailed discussion on why Anambra principals have only moderate EI (e.g., training gaps, cultural factors).

●       Could compare findings with other Nigerian states or international contexts.

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6. Conclusion & Recommendations

Conclusion:

●       Principals in Anambra have moderate emotional intelligence and performance.

●       There is a medium significant positive relationship (r = 0.57) between EI and administrative effectiveness.

Recommendations:

1. Training & Professional Development: The Ministry of Education should introduce EI training programs for principals.
2. Recruitment Criteria: The Post Primary School Service Commission should consider EI during selection of principals.
3. Building Interpersonal Skills: Principals should enhance communication and social interactions with teachers and students.

Strengths:

✅ Clear, practical recommendations for policymakers.
 ✅ Encourages long-term capacity building.

Areas for Improvement:

●       Recommendations could be more actionable (e.g., specific training methods).

●       Could suggest ways to integrate EI into performance evaluations.

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7. Overall Evaluation

Strengths:

✅ Well-structured research design with reliable instruments.
 ✅ Statistically supported findings with clear implications.
 ✅ Practical recommendations for policymakers and educators.

Areas for Improvement:

●       More justification for teacher-only sampling.

●       Detailed subgroup analysis could enrich findings.

●       Comparative analysis with other states or countries would strengthen global relevance.

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