Authors:
Restituto M. Millondaga, Demar G. Cahilig, Runato A. Basaňes

Addresses:
Department of Education, Egana National High School, Sibalom, Antique, Panay, Philippines. Department of Education, Sibalom South District Office, Sibalom, Antique, Panay, Philippines. Department of Education, University of Antique, Sibalom, Antique, Philippines.

Abstract:

This descriptive correlational study examined the emotional intelligence and conflict resolution tactics of Southern Antique public secondary school leaders. We used the Emotional Intelligence Questionnaire and Conflict Mode Instrument to collect data.  Frequency, percentage, mean, standard deviation, t-test for independent samples, one-way ANOVA, Tukey HSD, and Pearson's r with inferential data set at 0.05 in a two-tailed test were employed. The study found that school leaders have “very high” emotional intelligence and “very good” conflict resolution skills, both collectively and by sex, age, highest educational attainment, and length of experience. School leaders' emotional intelligence differed by sex in regulating emotions and empathy, as well as social skills, with experience length being a significant factor, although age and highest educational achievement were not. Sex significantly affected school leaders' conflict resolution tactics, although age, highest educational attainment, and length of experience did not. A positive significant relationship was found between school leaders' emotional intelligence and conflict resolution strategies in managing emotions, accommodating, avoiding, collaborating, and compromising; motivating oneself with competing; empathy with all five CRS dimensions; and social skills with collaborating.  A policy recommendation was made to enhance school leaders' emotional intelligence and conflict resolution skills.

Keywords: Emotional Intelligence; Conflict Resolution Strategies; Public Secondary; School Leaders; Statements of Demand and Change; Interdependent Relationships; Management and Leadership.

Received on: 26/05/2024, Revised on: 04/08/2024, Accepted on: 11/09/2024, Published on: 09/12/2024

DOI: 10.69888/FTSTL.2024.000344

FMDB Transactions on Sustainable Techno Learning, 2024 Vol. 2 No. 4, Pages: 194-214

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