A Study of the Emotional Intelligence of School Administrators Affecting Teachers' Work Motivation under the Narathiwat Primary Educational Service Area Office 3

Abstract

Background and Aims: In today’s rapidly changing educational environment, school administrators play a crucial role not only in managing academic and administrative tasks but also in motivating staff. Emotional intelligence (EI) is a vital skill that enables administrators to understand and manage emotions, build positive relationships, and inspire teamwork. Research suggests that high EI in school leaders correlates with better staff morale and organizational success. Given the increasing complexity of school management, particularly in diverse areas such as Narathiwat, it is essential to explore how administrators’ EI affects teachers’ motivation to work effectively. This research aimed to 1) to study the level of emotional intelligence among school administrators under the Narathiwat Primary Educational Service Area Office 3, 2) to examine the level of work motivation among teachers within the same jurisdiction, 3) to investigate the relationship between the emotional intelligence of school administrators and teachers’ work motivation, and 4) to analyze the impact of administrators’ emotional intelligence on teachers’ work motivation. The sample group consisted of 285 teachers working under the Narathiwat Primary Educational Service Area Office 3

Methodology: The sample group in this study consisted of teachers under the Office of the Primary Educational Service Area 3, Narathiwat. A simple random sampling technique was employed to select a total of 30 teachers. The research instrument was a five-point rating scale questionnaire with validity coefficients ranging from 0.70 to 0.95 and a reliability coefficient of 0.93. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation, as well as inferential statistics, such as Pearson’s correlation and multiple regression analysis. The results revealed that the overall emotional intelligence of the teachers was high (mean = 4.12, SD = 0.35), while the teachers’ motivation level was moderate (mean = 3.76, SD = 0.42). A significant positive correlation was found between emotional intelligence and teacher motivation (r = 0.65, p < 0.01). Moreover, emotional intelligence significantly predicted teacher motivation, accounting for 40% of the variance (β = 0.62, p < 0.01).

Results: The study examined the emotional intelligence of school administrators and its impact. The component of self-regulation demonstrated a clearly negative effect, indicating that it contributed to adverse outcomes within the Narathiwat Primary Educational Service Area Office 3, which was at a high level (mean = 4.12, SD = 0.35), while the teachers’ work motivation was at a moderate level (mean = 3.76, SD = 0.42). The correlation analysis revealed a statistically significant positive relationship between emotional intelligence and teachers’ work motivation (r = 0.65, p < 0.01). Furthermore, emotional intelligence was found to significantly predict work motivation, accounting for 40% of the variance (β = 0.62, p < 0.01).

Conclusion: This study investigated the relationship between school administrators’ emotional intelligence and teachers’ work motivation within the Narathiwat Primary Educational Service Area Office 3. Findings indicated high levels of emotional intelligence among administrators and moderate levels of motivation among teachers. A significant positive correlation was found (r = .465, p < .01), with emotional intelligence accounting for 40% of the variance in teacher motivation. Empathy emerged as a strong positive predictor (β = .674, p < .001), while self-regulation had a negative effect (β = –.283, p < .01). These results underscore the critical role of empathetic leadership in enhancing teacher motivation and highlight the potential adverse impact of excessive emotional control. Fostering emotional intelligence, particularly empathy, is essential for effective school leadership in diverse educational contexts.