Emotional Intelligence as a Mediator between Leadership Styles and Job Performance among secondary school teachers.

• In Event: Gender, Leadership, and Equity in Education: Power, Perception, and Practice Across Contexts

Proposal

The focus of the study was to investigate the emotional intelligence mediating role between leadership styles and teachers job performance at the secondary school level. This study was intendent to: assess the emotional intelligence of teachers at secondary school level; analyze leadership styles of teachers at secondary school level.: examine the job performance of teachers at secondary school level; investigate the relationship between emotional intelligence, leadership styles and job performance of teachers at secondary school level. The study was quantitative and descriptive survey method was employed. The theoretical framework of the study consists of theories i.e., emotional intelligence by Mayer and Salovey 1990 (as cited in Mayer, Caruso, and Salovey, 2016; Ishaq, Shabbir, and Khan, 2020), leadership style by Walumbwa et al. (2008), and job performance of teachers by Ching et al. (2016) (as cited in Omer et al., 2019). A stratified sample was determined using the Krejcie and Morgan (1970) sample size table. For a total population of 4,600 individuals (2,200 males and 2,400 females) 96 males and 104 female teachers teaching at secondary level from Model Secondary Schools of Islamabad. Data was collected through three questionnaires. Emotional intelligence scale by Schutte (1998), leadership style questionnaire by Edgar R. Eslit (2022), and job performance scale by Ching et al. (2016). Data was analyzed through mean, t-test, ANOVA, and Pearson correlation coefficient by using SPSS. The findings of the study showed that teachers at the higher secondary level showed a positive attitude towards emotional intelligence and job performance of teachers at the secondary school level. Significant positive correlation was found between emotional intelligence, job performance, transformational leadership style, democratic leadership, and servant leadership style, whereas no significant correlation was found regarding autocratic leadership style. Moreover, a positive relationship was found between emotional intelligence and job performance of teachers at the secondary school level. Therefore, it is recommended that emotional intelligence skills have a positive relationship with the job performance of teachers; therefore, the content of emotional intelligence may be included in pre-service and in-service teacher training programs. Educational institutions may develop leadership programs focused on inspiring vision, individual consideration, and intellectual stimulation, which are key elements of transformational leadership. These traits correlate positively with emotional intelligence and teacher performance.

Author

• Farah Bilal, Shifa Tameer-e-Millat University