Emotional Intelligence and Work Commitment of Public School Administrators

Kimberly Muring


Purpose: This study investigated the emotional intelligence and work commitment levels of public school administrators (elementary and secondary) in the districts of Candijay, Alicia, Mabini, Anda, and Guindulman (CAMAG), Division of Bohol, for the School Year 2018 – 2019, with the end view of proposing recommendations.

Approach/Methodology/Design: Data from 49 participants on emotional intelligence and work commitment are extracted using Schutte Intelligence Scale or Assessing Emotions Scale and Meyer and Allen's Three Commitment Model (TCM) Questionnaire. It espoused a descriptive-correlational research design with the aid of standardized tools.

Findings: Results showed that females dominated among the respondents, wherein most of them obtained only a few Master's units. All dimensions of emotional intelligence were rated "Very High," and in general, they obtained "Very High" emotional intelligence level. The research participants have very high affective, continuance, and normative commitment levels. Overall, they possess a "Very High" commitment level. On the other hand, the respondents’ demographic profile (as to age, sex, civil status, highest educational attainment, and length of service as administrator) did not correlate with their emotional intelligence and work commitment levels. Furthermore, a correlation exists between emotional intelligence and work commitment, which implies that emotional intelligence is a determinant of their work commitment. Provident recommendations were given to address the studied phenomenon.

Practical Implications: The study aimed to explore if emotional intelligence is a predictor of work commitment.

Originality/value: This study investigates the level of intelligence and work commitment of public school administrators.

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Kimberly Muring
kimmuring@gmail.com (Primary Contact)
Muring, K. . (2022). Emotional Intelligence and Work Commitment of Public School Administrators. Middle Eastern Journal of Research in Education and Social Sciences, 3(3), 21-30. https://doi.org/10.47631/mejress.v3i3.497

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