Abstract

In the realm of educational leadership, emotional intelligence has gained prominence as a critical determinant of effectiveness, impacting decision-making, communication strategies, and the overall climate of schools. This study aims to investigate the perceptions of high school administrators regarding their emotional management skills and the training they receive. A comprehensive survey was conducted among high school administrators to gather data on their perceptions of emotional management skills and training. The survey encompassed aspects such as accurate identification of emotions through images and the assessment of emotional expressions. Descriptive statistics were employed to analyze the collected data. The study revealed an overall mean score of 3.79 (SD = 0.701) for administrators’ self-reported emotional management skills, indicating a commendable level of perceived proficiency. In the Emotional Management Skills Training category, participants demonstrated a strong acknowledgment of the significance of training in emotional management skills, as evidenced by an overall mean score of 4.01 (SD = 0.678). This underscores the value they attribute to such training for effective leadership and interpersonal interactions. The study sheds light on high school administrators’ nuanced perceptions of their emotional management skills and the training they receive. By contributing to the discourse on emotional intelligence in educational leadership, this study underscores the importance of emotional management skills training and offers valuable implications for leadership development programs.