International Journal of Educational and Psychological Studies

Volume 5 - Issue 2 (2) | PP: 97 - 116 Language : العربية
DOI : https://doi.org/DOI:10.31559/EPS2019.5.2.2
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Emotional Intelligence and its Relation to the Leadership of the School Leaders in the Al-Mithnab Governorate from the Perspective of Teachers

Ali Saleh Alshaya ,
Awatif Batah Al - Mutairi
Received Date Revised Date Accepted Date Publication Date
1/4/2019 24/4/2019 8/5/2019 11/5/2019
Abstract
The study aims to identify the relationship between the extent to which school female leaders have exercised emotional intelligence skills and the extent of which servant leadership was exercised from the point of view of female teachers in Al-Mithnab Governorate; if there is a statistically significant correlational relationship between the emotional intelligence and the servant leadership, for female teachers in Al-Mithnab Governorate. The study used the descriptive correlational method, and it used the questionnaire in information collection. The sample of the study was randomly selected, in terms of (264) teachers. The most important results of the study include the degree of practice of the female leaders of the schools of emotional intelligence skills was very high. There is a positive relationship between the emotional intelligence and the servant leadership of female teachers in Al-Mithnab Governorate from the point of view of female teachers. The study recommended that attention be paid to emotional intelligence, and holding lectures and training courses for female leaders on the servant leadership, as well as not forgetting the importance of human relations, and improving them between female leaders and female teachers.


How To Cite This Article
Alshaya , A. S.& Mutairi , A. B. A. -. (2019). Emotional Intelligence and its Relation to the Leadership of the School Leaders in the Al-Mithnab Governorate from the Perspective of Teachers . International Journal of Educational and Psychological Studies, 5 (2), 97-116, https://doi.org/DOI:10.31559/EPS2019.5.2.2

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