The Relationship Between Principals' Emotional Intelligence and their Ability to take Teachers on Trust in Primary School
Subject Areas : Research in Curriculum Planning
فاطمه
مطلبی
1
()
احمدعلی
فروغی
2
()
بدری
شاهطالبی
3
()
Keywords: Emotional intelligence, Take trust, principals, intelligence,
Abstract :
The aim of the present study was to investagate the relation between principals' emotional intelligence and their ability to take teachers on trust in primary school. The research method used in this project was descriptive. The statistical population for this study comprise 1098 principals and 10880 teachers of girls and boys school from 5 parts of isfahan city in 2008-2009 educational year. Through randomly Selected using the proportional stratified sampling, 110 principals and 233 teachers were selected as the statistical sample. The data collection instrument comprised Bar-on emotional intelligence questionnaire with 90 questions and trust searcher- developed questionnaire with 30 questions . The reliability coefficient of the questionnaire using cronbach alpha was 0/92 for emotional intelligence and 0/98 for trust. In this study the data were analyzed by using descriptive statistics (frequency, mean, percentile and standard deviation) and inferential statistics (multiple- regression analysis, pearsons product moment correlation coefficient, one way analysis of variance and and manova test) The results indicated thet there was a positive relation between trust and 15 components of Bar-ons emotional intelligence. Also by knowing the population, there is any significant difference on P≤0/05 level between the principals emotional intelligence about their educational perception . But there was significant differences in P≤0/05 level between the principals' emotional intelligence according to the generic state among the average of felxibility components grades. So the flexibility collected among female principals was more than was the principals, furthermore, the principal in P≤0/05 emotional intelligence according to years of service except about the responsibility components isnot significant, thus, prinsipals with 20-25 years of service are more responsible than principal with 10-15 years of service. Also was nol significant difference in P≤0/05 level between the teachers opinions about trust components according to the generic state, educational perceptive and years of service .
