Gender Wise Analysis of the Role of Secondary School Principals with Reference to Emotional Intelligence
DOI:
https://doi.org/10.62997/psi.2025b-42074Keywords:
Emotional Intelligence, School Environment, Self-Awareness, Experimental ResearchAbstract
The gender wise analysis focused on the role of secondary school principals with reference to emotional intelligence in district Mardan. The research objectives of the study were; to assess the functioning of school leaders, both male and female, in respect to secondary emotional intelligence and to find out comparison of male and female secondary school principals regarding school environment. According to (EMIS 2024) data there were 86 boys and 81 girls' secondary schools located in District Mardan, hence the population was all male and female secondary school principals within District Mardan. For the achievement of the research objectives total one hundred secondary school principals’ were randomly selected in which fifty-one (51) were male secondary schools heads and forty-nine (49) were female secondary schools heads. The Emotional Intelligence Scale (EIS) of Schutte et al, (1998) revised by Austin, Saklofske, Huang, & McKenney, (2004) was adopted and validated along with proper ethical consideration of the reliability Cronbach alpha (0.83) was used to collect data. The information was gathered using Google Forms. Of the one hundred male and female principals, ninety-eight responded. SPSS version 21 was used to evaluate the data, and the t-test was used. Major findings of the study revealed that both male and female secondary school principals were the positive role regarding the Self-Awareness of emotional intelligence and were equal level of school environment due to emotional intelligence. It was concluded that emotional intelligence positively impacts a positive secondary learning environment, and experimental research is recommended for more accurate results.
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