The relationship between emotional intelligence and transformational leadership of secondary school principals in Johor Bahru

Abstract

The purpose of this study is to find the relationship between emotional intelligence and transformational leadership of secondary principals in Johor Bahru. About 217 respondents from secondary school in Johor Bahru were involved as samples. The study was conducted using the emotional intelligence model: Theory of Performance as an instrument developed by Goleman (1995) and the transformational leadership theory: Leadership Practises Inventory developed by Kouzes and Posner (2007). Descriptive statistic was used to examine the study. The data was analysed by using computer software, Statistical Package for the Social Sciences (SPSS) version 16.0. Frequencies, percentages and standard deviations were used to examine the most dominant of the constructs in emotional intelligence and transformational leadership of principals. In addition, Cronbach’s Alpha used to examine the reliability of the item. Meanwhile, Spearman correlation analysis statistical was used to examine the relationship between emotional intelligence and transformational leadership of secondary principals in Johor Bahru. The findings revealed that the most dominant element for emotional intelligence practised by secondary school principals is self management with the mean score of 4.16. The most dominant behavior for transformational leadership practised by secondary school principals is to inspire a shared vision with the mean score of 4.31. There is a strong significant relationship between the emotional intelligence and transformational leadership practised by secondary school principals in Johor Bahru. Based on findings, researcher had given several suggestions in order to improve emotional intelligence and transformational leadership practice among the principals. Principals are recommended to have high level of management of emotional for the stimulation–saturated school environment.Principals are urging to uphold the status quo in the quick multi-dimensional changing education systems. This is due to transformational and leadership is inseparable because no leader is considered successful due to the ability to maintain the status quo. In a nutshell, the school principal must be sent to attend leadership courses and emotion management. This will encourage them to understand the difficulties and challenges faced by them in leading an organization which always undergo changes in complexity.