Effect of Principal’s Emotional Intelligence Practices onTeachers’ 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.