This document discusses a study that examined the relationship between emotional intelligence, social competence, and transformational leadership qualities of school administrators. The study found that school administrators generally have high levels of emotional intelligence, social competence, and transformational leadership qualities. Statistical analysis revealed that emotional intelligence and social competence are strongly correlated with transformational leadership qualities. Additionally, administrators' level of education impacts their transformational leadership characteristics, but other personal factors like age, gender, and experience do not. The study validates prior research linking emotional intelligence and social competence to transformational leadership. It recommends training on these topics for administrators.

1. EMOTIONAL
INTELLIGENCE AND
SOCIAL COMPETENCE:
ANTECEDENTS OF SCHOOL
ADMINISTRATORS’ TRANSFORMATIONAL
LEADERSHIP QUALITIES
ERNIE C. CERADO
FACULTY, SULTAN KUDARAT STATE UNIVERSITY
EJC MONTILLA, TACURONG CITY

2. INTRODUCTION
The world is constantly
changing and leadership is
no exception. Old ways of
doing things are being
replaced, improved and
sometimes, destroyed due
to modernization (White,
2004).

3. Thus, the challenges of school
reform have brought rise to
develop ideas about
transformational leadership that
seems to be more important than
the more traditional view of
management. Most importantly,
transformational leadership
relates directly in many aspects to
the need for school restructuring
envisioned by DepED’s K to 12
Program.

4. RATIONALE
carried out to
VALIDATE the
assertion of Hebert
(2011) that there is a
link between
transformational
leadership and
emotional
intelligence.
Along with, Saxe’s
(2011) theory that
socio-emotional
competence and
transformational
leadership of
educational leaders are
significantly correlated
with each other.

5. Essentially, this investigation was in response to
Weinberger’s (2004) suggestion that similar study will
be conducted to investigate the link between social
competence and transformational leadership qualities
of school administrators.
Nonetheless, what made this new study unique and
interesting was that it had big twist wherein emotional
intelligence and social competence were intertwined
with their respective indicators.

6. Salovey, Mayer and
Caruso's (2004)
Theory of Emotional
Intelligence
They proposed a model that identified
four different factors of emotional
intelligence: the perception of emotion,
the ability to reason using emotions,
the ability to understand emotion and
the ability to manage emotions
Goleman's (1998)
Competency Model
of Emotional
Intelligence
He advocated for the competency
model of emotional intelligence which
includes eighteen (18) competencies
presented in 5 clusters, namely: self-
awareness, self-regulation, motivation,
empathy and social skills.
THEORITICAL FRAMEWORK

7. Barnett’s (2004)
Emotional and
Social
Intelligence
Model
He proposed a mixed model of emotional intelligence
which sometimes is referred to as a trait model
consisting of ten components. The components of
this model include self-regard, emotional self-
awareness, assertiveness, empathy, interpersonal
relationships, stress tolerance, impulse control,
reality testing, flexibility, and problem-solving.
Han and
Kemple's (2006)
concept on
Social
Competence
Social competence involves the personal knowledge
and skills in which people must develop in order to
deal effectively with life’s many choices, challenges,
and opportunities. As such, it has been
conceptualized to consist six important components,
namely: Self-Management, Interpersonal Knowledge
and Skills, Positive Self-Identity, Cultural Skills,
Planning and Decision-Making Skills, and Adapting
Social Values.
THEORITICAL FRAMEWORK

8. Components of
transformational
leadership (Bass,
1998) and
elaborated by Saxe
(2011)
They advanced the components of
transformational leadership as
idealized influence, inspirational
motivation, intellectual stimulation,
individualized consideration.
Hogg’s (2010) idea
on
Transformational
Leadership
Qualities
Transformational leaders must possess
the following qualities for the total
triumph of the organization they lead.
These qualities include clear vision,
courage, and self-motivation,
inspiration, knowing people, setting a
company’s standard and following
through.
THEORITICAL FRAMEWORK

9. Smith’s (2004)
Measures of
Transformational
Leadership
Qualities
He measured transformational
leadership qualities to include
compassion, feedback, achievement,
commitment, performance,
empowerment, communication,
inspiration and management potential.
Leban and Zulauf's
(2004) Study on
Transformational
Leadership and
Emotional
Intelligence
They concluded that project managers’
emotional intelligence contributed to the
manager’s transformational leadership
style which is positively correlated with
the actual project outcome or
performance.
THEORITICAL FRAMEWORK

10. EMOTIONAL
INTELLIGENCE
Self-Awareness
Self-Regulation
Motivation
Empathy
Social Skills
SOCIAL
COMPETENCE
Self-Management
Interpersonal Knowledge
and Skills
Positive Self-Identity
Cultural Skills
Planning and Decision-
Making Skills
Adapting Social Values
PERSONAL
FACTORS
Age
Gender
Civil Status
Tribe
Religion
Administrative
Experience
Educational
Attainment
TRANSFORMTIONAL
LEADERSHIP
QUALITIES
Compassion
Feedback
Achievement
Commitment
Performance
Empowerment
Communication
Inspiration
Management Potential
Figure 1. The Research Paradigm showing the
relationships of variables
INDEPENDENT VARIABLES DEPENDENT VARIABLEINTERVENING VARIABLE

11. In this study, the researcher
presumed that emotional
intelligence and social
competence possessed by
school administrators are
related to their own
transformational leadership
qualities.
Personal factors, however, are
likewise acknowledged to
have moderating effect
towards transformational
leadership characteristics of
school heads.
RESEARCH PARADIGM(cont.)

12. OBJECTIVES

13. METHODOLOGY
RESEARCH
DESIGN
DESCRIPTIVE
CORRELATIONA
L STUDY
RESPONDENTS OF
THE STUDY

14. LOCALE OF THE STUDY
REGION XII
N
EI - Articulo and Florendo (2003)
SC - Han and Kemple (2006)
TLQ - Smith (2004)

15. SAMPLING PROCEDURE
LARGE SECONDARY
SCHOOLS (PURPOSIVE)
SCHOOL ADMINISTRATORS
AND TEACHERS (RANDOM
SAMLING)

16. STATISTICAL TREATMENT
Frequencies
and
Percentages -
to describe the
demographic
profile of the
respondents
Means - to
explain the levels
of the principals’
emotional
intelligence, social
competence and
transformational
leadership
qualities
Pearson r
and t-test -
relate emotional
intelligence, social
competence to
transformational
leadership
qualities of the
school heads
ANOVA and
t-test - to see
whether or not
personal factors
like age, gender,
tribe, civil status,
religion,
educational
attainment, and
administrative
experience, have
influenced the
principals’ TLQ

17. RESULTS
Profile of the
School
Administrato
rs
Typically, secondary school
principals among big schools in
Region XII are on the retiring age
of 60-64, male, married, Ilongo
and a Roman Catholic. They are
less than 13 years in school
administration, and are Doctoral
degree holders. They usually serve
as classroom teachers in the

18. RESULTS…
Indicators Mean
Verbal
Description
Self-Awareness 3.82 High
Self-Regulation 3.80 High
Motivation 4.03 High
Empathy 3.78 High
Social Skills 3.77 High
Grand Mean 3.84 High
Table 1
Emotional Intelligence of the School Administrators
The school administrators have high emotional intelligence.

19. RESULTS…
Indicators Mean
Verbal
Description
Self-Management 3.97 High
Interpersonal Knowledge and Skills 3.84 High
Positive Self-Identity 4.10 High
Cultural Skills 3.89 High
Planning and Decision-Making Skills 4.00 High
Adapting Social Values 4.02 High
Grand Mean 3.97 High
Table 2
Social Competence of the School Administrators
The school administrators have high social competence.

20. RESULTS…Table 3
Transformational Leadership Qualities of
the School Administrators
Indicators Means
Verbal
Description
Achievement 3.97 High
Commitment 4.12 High
Communication 4.04 High
Compassion 3.84 High
Empowerment 4.03 High
Feedback 3.93 High
Inspiration 4.03 High
Management
Potential
4.00 High
Performance 4.02 High
Grand Mean 4.00 High
The school administrators have high transformational leadership qu

21. Table 4
Correlational Analysis of Emotional Intelligence, Social Competence
and Transformational Leadership Qualities of School Principals
Variables r t
Interpretatio
n
Emotional Intelligence and
TLQ
0.88 34.46 *
Social Competence and TLQ 0.91 40.83 *
EI, SC and TLQ 0.92 43.66 *
tcrit(.05, 2-tailed)=1.97 * - significant
RESULTS…

22. Emotional Intelligence (EI), Social Competence (SC)
and Transformational Leadership Qualities (TLQ) of
School Principals
Analyses in Table 4 shows that emotional intelligence and
transformational leadership qualities of school principals are
related to each other. This connotes that the higher EI do
principals have, the more effective they are in transformational
leadership qualities. Social competence was also found to be
related to the transformational leadership qualities of school
principals. This means that if they are socially competent, they are
most likely effective in transformational leadership manners. When
both EI and SC were simultaneously correlated to TLQ, it was
found to be very strong and significant. This proved that
emotional intelligence and social competence of principals are
remarkably linked to their transformational leadership qualities.

23. FINDINGS
Hebert’s (2011) assertion
that there is a link between
transformational leadership
and emotional intelligence
is proven to be VALID.
Saxe’s (2011) theory that
socio-emotional
competence and
transformational
leadership of educational
leaders are significantly
correlated with each
other is ALSO
CONFIRMED.

24. Table 5
Analysis of Variance (ANOVA) on the Transformational Leadership Qualities
of School Principals when Grouped by Age, Tribe, Religion, Administrative
Experience and Educational Attainment (n = 15)
Personal Factors F-ratio Fcrit(.05)
Interpretation
Age 1.1997 3.4817 ns
Tribe 1.3293 3.4817 ns
Religion 0.9222 3.5874 ns
Administrative
Experience
0.7843 3.4780 ns
Educational
Attainment
17.854 3.8852 *
α = 5% level of significance, ns – not significant, * - significant

25. Transformational Leadership Qualities
and the Principals’ Personal Factors
 Transformational Leadership Qualities (TLQ)
of school principals are not affected by their
age, tribe, religion, and administrative
experience.
 Educational attainment, however, affects it as
indicated by F-ratios shown in Table 5. This
signifies that school administrators who
attained higher education have better
transformational leadership characteristics.

26. CONCLUSIONS
.
Both emotional intelligence and
social competence of school
administrators are indeed
antecedents of transformational
leadership qualities.
Moreover, higher
education
enhances one’s
transformational
leadership
behaviour.

27. RECOMMENDATIONS
Knowing the significant links
between these variables, a
seminar-workshop on
Emotional Intelligence, Social
Competence and
Transformational Leadership
Qualities maybe undertaken at
the Division Level, or an
orientation at the District and
School Levels might work for
innovative district and school
heads.
EI+SC≈TLQ

28. RECOMMENDATIONS
Moreover, it might be
agreeable and meritorious to
recommend, that the existing
National Qualifying
Examination for School Heads
(NQUESH) should include,
among others, assessments
of EI and SC of the
candidates.

29. RECOMMENDATIONS
Finally, it is also practical to
uphold one’s educational
attainment as mandatory
requirement in the selection and
promotion of school
administrator.

30. Thank you for
LISTENING!