IJECE Published Articles

Abstract This study examined the emotional intelligence and leadership agility of senior high school administrators in the Schools Division of Surigao del Norte. It specifically assessed emotional intelligence in terms of self-awareness, self-management, social awareness, and emotion management, as well as leadership agility in relation to crisis management, team management and communication, and conflict management. A quantitative descriptive-correlational research design was employed. Data were collected from 38 senior high school administrators and 212 senior high school teachers selected through purposive and criterion sampling. A researcher-developed questionnaire, validated by three experts and found to have high internal consistency with a Cronbach’s alpha of 0.97, was used as the primary research instrument. The data were analyzed using frequency and percentage distribution, mean, standard deviation, independent-samples t-test, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s rho correlation. The findings revealed that administrators assessed their emotional intelligence and leadership agility at significantly higher levels than did the teacher-respondents. No significant differences were found in emotional intelligence and leadership agility when administrators were grouped according to sex, educational background, years of service, school category, and number of relevant training programs attended. A strong positive and statistically significant relationship was found between emotional intelligence and leadership agility (r = .74, p < .001). The results indicate that administrators with higher emotional intelligence are more capable of adapting to complex situations, managing crises, leading teams, communicating effectively, and resolving conflicts. The study recommends sustained leadership development initiatives focused on emotional regulation, collaborative communication, mentoring, coaching, and reflective practice.