The Emotional Intelligence of Principals Effecting on School Teachers' Performance in Chinese Junior High Schools in Henan Province of China

Abstract

This mixed-method research aimed to explore the relationship between principals’ emotional intelligence and teacher performance. Four research objectives are proposed: (1) study the emotional intelligence of principals in Chinese junior high schools in Henan Province; (2) evaluate the performance of teachers in these schools; (3) examine the impact of principals' emotional intelligence on teacher performance; and (4) develop approaches to enhance principals' emotional intelligence for improving teacher performance and school management. The study employed both quantitative and qualitative methods, involving a questionnaire survey of 372 teachers and interviews with 10 school principals.

The study found that: (1) Principals generally exhibited high levels of emotional intelligence, particularly in self-regulation and motivation, while showing room for improvement in self-awareness and empathy.  (2) Teachers demonstrated strong performance in relationship and communication skills, as well as display and planning management, though there were areas for improvement in class management and adapting teaching techniques. (3) Principals' emotional intelligence, especially in empathy and social skills, significantly influenced teacher performance, highlighting the importance of these leadership qualities. (4) Several approaches were developed to enhance principals' emotional intelligence, including regular training sessions, increased psychological support, and the integration of emotional intelligence practices into daily management.