The School Administrators' Rational Management Practices and the Emotional Intelligence of the Elementary Teachers in West Maasim District

Abstract

INTRODUCTION

The role of a school administrator largely resembles to that of corporate manager. School administrators hire teachers, provide them with support, allocate them with classes, organize schedules and work groups, make strategic educational and pedagogical decisions, and represent the school in its contacts with other educational stakeholders. Thus, school administration is a crucial component for educational success. Accomplishments of teachers' daily works are always challenge by various groupsof individuals, namely: policy makers, school administrators, parents, and students.

METHODS

The descriptive-correlational method of research will be used in this study. It described the extent of school administrators' rational management practices and the teachers' emotional intelligence covered self-awareness, self-management, self-motivation, empathy and social skills. The respondents of the study were the ten (10) School Administrators and the one hundred (100) permanent teachers in the ten (10) clustered elementary schools in West Maasim District.

RESULTS

The teachers rated the school administrators often (x-3.76) in exercising their rational management practices in the school in the aspects of facilitating, mentoring, innovations, brokering, producing, directing, coordinating, and monitoring. The school administrators rated the teachers often in their emotional intelligence in the aspects of self-awareness, Self-Management, Self-motivation, empathy, and social skills. Correlation results show that school administrators' rational management practices are significantly influenced by the emotional intelligence of the teachers in brokering(r=-0.21,p=.04),directing(r=.06,p=.0002), coordinating(r=.06,p=.0001)monitoring(r=-.25,p=.012). Their relationships are significant as shown by the values less than .0 5 ( p Ë ‚ . 0 5 ) . The rational management practices of school administrators in the aspect of facilitating (p-.16), mentoring (p-.62), innovating (p-.84) and producing (p-.09) show no significant relationship as shown in their p-values are greater than 0.05 (p˃.05). Emotional Intelligence of teachers is not influenced by the management practices of school administrators.

DISCUSSIONS

Results showed school administrators' rational management practices were significantly influenced by the emotional intelligence of the teachers in brokering, directing, coordinating, and monitoring. Their relationships are significant as shown by the p-values less than .05 ( p Ë ‚ . 0 5 ) .The results indicated that school administrators gave a sound management practices if they give advises to, serve as guidance counsellor to subordinates, understand individual differences of teachers, listen the problems of teachers and negotiate conflict between subordinates. The results showed rejection of null hypothesis that there is no significant relationship between the school administrators’ rational management practices and teachers’ emotional intelligence particularly brokering, coordinating, directing, and monitoring. However, the null hypothesis that there is no significant relationship between the school administrators' rational management practices and teachers' emotional intelligence, particularly in facilitating, mentoring, innovating, and producing are accepted.