Mean Percentage Score (MPS), weighted mean and t-test were applied to describe data and make good inferences. Quasi-experimental research design was employed and 70 students served as subjects of experimentation. To accept the challenge, this study was conducted. Science, technology, engineering and mathematics (STEM) teachers are challenged on what pedagogical approaches could improve the quality of mathematics instruction since poor performance and negative attitudes of students towards STEM-related courses are evident. Keywords: Emotional Intelligence (EI), Social Competence (SC), Transformational Leadership Qualities (TLQ) and Secondary School Principals In return, quality of students’ learning outcomes will be expected due to principals’ high level of TLQ. Thus, EI and SC development programs should be institutionalized by the Department of Education (DepEd) to enhance principals’ socio-emotional skills. This study proved that EI and SC are truly determinants of principals’ TLQ. Principals’ high level of EI and SC are likely to improve their TLQ. However, their educational attainment has a significant effect on their TLQ. Principals’ TLQ are not influenced by their age, gender, tribe, religion and administrative experience. Findings revealed that principals’ assessment on their EI, SC and TLQ was significantly higher than the teachers’ rating. Frequency, percentage, mean, t-test, ANOVA and Pearson r were applied to describe the collected data. Principals’ EI, SC and TLQ were obtained by administering 2 sets of survey questionnaire such as self-version answered by 15 principals and peer-version rated by 333 teachers. ![]() Descriptive correlational research design was employed to give good analysis, interpretation and implication of data. This study was conducted to investigate how the emotional intelligence (EI) and social competence (SC) of principals are linked to their transformational leadership qualities (TLQ).
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