Emotional Intelligence of School Administrators Affecting Teachers’ Quality of Work Life at the Schools under the Secondary Educational Service Area Office Sakon Nakhon

Abstract

          The purposes of this research were to study 1) the components of the school administrators’ emotional intelligence, 2) their emotional intelligence levels, 3) the  teachers’ quality levels of work life in at the schools, 4) the relationship between their emotional intelligence, 5) the predictive power of emotional intelligence, and 6) the development approach for their emotional intelligence The study employed a survey research design with a sample of 327 participants. The research instruments included (1) a component confirmation questionnaire, (2) a research questionnaire, and (3) an evaluation form for development guidelines. Data were analyzed using frequency, percentage, mean, standard deviation, and multiple regression analysis.

           The findings revealed that:

           1)The emotional intelligence of the school administrators comprised of 5 components: self-awareness, self-regulation, emotional awareness of others, self-motivation, and social skills. All components were rated at the highest level of appropriateness.

           2) Their emotional intelligence was at a high level.

           3) The teachers’ quality of work life was at a high level.

           4) The emotional intelligence of the school administrators and the work life of teachers revealed highly positive correlation.

           5) The emotional intelligence of the school administrators in the aspects of self-regulation, emotional awareness of others, and social skills.

           6) Guidelines for developing their emotional intelligence comprised of 3 dimensions: self-regulation, emotional awareness of others, and social skills.