The Emotional Intelligence of the Principal is Essential in the Leadership of a Functional School

By Keshni Bipath.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Two neighboring schools, consisting of the same external and internal environment, the same political, environmental, social and technological environments and educators who are similarly qualified and experienced – yet perform as if they are in two different worlds. One schools rates as functional (80% - 100% in the SCE) while the other school is rated as dysfunctional (0%-40% in the SCE). The SCE is the common examination written by all learners in public schools after a 12 year schooling experience (Grade R -12). The principals of both schools possess teaching diplomas and have the similar number of years of experience. It is clear that the principals in these two schools possess totally different personalities. The functional school principal is highly emotionally intelligent whilst the dysfunctional school principal hardly possesses any of the competencies in emotional intelligence. The purpose of this paper is to explore whether the emotional intelligence of the principals impact on the performance of these two schools?

Keywords: Emotional Intelligence, Leadership, Functional Schools, Dysfunctional Areas, Senior Certificate Examination, South Africa

The International Journal of Learning, Volume 15, Issue 10, pp.57-64. Article: Print (Spiral Bound). Article: Electronic (PDF File; 483.642KB).

Dr. Keshni Bipath

Senior Lecturer, Department of Education Leadership and Policy Studies, University of Pretoria, Johannesburg, South Africa

Dr. Keshni Bipath’s career consists of 17 years as an educator, Head of Department, Curriculum and Assessment Specialist and e-Learning Specialist at the Gauteng Department of Education. She is currently a senior lecturer at the Department of Education Management and Policy Studies at the University of Pretoria. Her interests are school improvement and the dynamics of emotional intelligence and organizational culture on school effectiveness.


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