Effect of Principal’s Emotional Intelligence Practices on Teachers’ Organizational Commitment in Pakistan

Abstract

This research examines the emotional intelligence (EI) of school principals, the organizational commitment of teachers and the effect of the emotional intelligence of principals on the commitment of teachers in Lahore, Pakistan. It was hypothesized that principals generally practice using emotional intelligence behavior committed to the schools. A quantitative research design using ex-post facto/causal-comparative research is used. The population of the study included all high school principals and teachers of the Lahore district. A total of 105 principals and 300 teachers were sampled using a random sample technique. Emotional Intelligence scale and organizational commitment scales were used. Both the scales were borrowed with permission and have < .90 alpha reliability in Pakistan. The study hypothesized that high school leaders' emotional intelligence practices do not significantly affect teachers' organizational commitment. The study found no significant effect of principals' emotional intelligence on teachers' organizational commitment.