Emotional Intelligence and Self-Efficacy of School Heads and their Training Needs: Cues For a Proposed Development Plan

Abstract

This study considers the relationship among emotional intelligence, self-efficacy, and the professional development needs of school heads in the Division of Bataan, Philippines, using the Philippine Professional Standards for School Heads (PPSSH) as a framework. Competent educational leadership calls for not only administrative authority but also emotional competencies and confidence in directing complex responsibilities. A comprehensive assessment involving school heads and their teaching staff was conducted to evaluate five key domains: strategic leadership, operations management, teaching and learning focus, self-development, and community participation. The results show that school heads commonly exhibit high levels of emotional intelligence and self-efficacy across all measured dimensions. However, a considerable perception gap exists between teachers and administrators regarding competency levels. Teachers perceive their school heads as competent, while the heads themselves report significant needs for ongoing professional development, particularly in instructional and administrative practices aligned with PPSSH Career Stage 2 requirements. No significant differences were observed based on years of experience or educational attainment, suggesting that the span of administrative experience does not greatly sway the development observed in these important leadership practices among school principals. It implies that factors beyond tenure, such as initial training, ongoing professional development, or organizational support, may be more influential in fostering leadership growth. The research concluded by recommending a year-round career development plan that includes competency-based training modules, professional learning communities, and peer mentoring networks. These projects are intended to enhance instructional leadership effectiveness and confront the evolving challenges confronted by educational administrators in contemporary Philippine schools.