Role of Emotional Intelligence in Enhancing Monitoring Practices for School Improvement: A Comprehensive Study
Keywords:
Emotional intelligence, Monitoring practices, School improvement, Azad Jammu & KashmirAbstract
This research aimed to investigate the relationship between the Emotional Intelligence (EI) of school heads and the improvement of secondary schools in Azad Jammu and Kashmir (AJ&K), with a specific lens on monitoring practices. Utilizing a survey methodology, the study encompassed a sample of 234 head teachers from the District Poonch. Three primary objectives guided the research, understanding the EI landscape among school heads in AJ&K, evaluating their monitoring practices, and examining the influence of EI on these monitoring practices. Data was collected through questionnaire. It was found that a strong inclination towards EI among school heads, with self-regulation emerging as the most dominant aspect. Further, there was a significant positive correlation between EI facets and efficacious monitoring practices, validating the crucial role of emotional intelligence in steering school leadership and enhancing overall school improvement. Conclusively, the data asserted that in the context of AJ&K, Emotional Intelligence is not merely a desirable trait but an essential quality for school heads, acting as a cornerstone for effective leadership and optimized school monitoring practices. Building on these insights, the study offers several recommendations. It advocates for a greater emphasis on EI-focused training programs tailored for school leaders, ensuring continuous professional development with a spotlight on EI sub-dimensions. Moreover, during recruitment processes, a robust evaluation of these soft skills is suggested, alongside the establishment of mentorship initiatives and structured feedback mechanisms. Lastly, the importance of resource allocation for the ongoing nourishment of these skills is emphasized, given their undeniable influence on school leadership efficacy.
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