TWO WALLS: EMOTIONAL MATURITY AND INTELLECTUAL VERSATILITY OF SCHOOL LEADERS

Abstract

This research was conducted to determine the level of emotional maturity and intellectual versatility of school leaders. The respondents to this study were the 97 school leaders from the northern district of Negros Occidental for the school year 2022-2023. The study used a mixed-method exploratory-sequential type of design. A modified questionnaire was used for data collection, and it was pre-tested for reliability using Cronbach’s alpha reliability technique. The research instrument was validated using content validity with nine experts. The statistical tools used were frequency and percentage distribution, mean,and standard deviation. Results of the study revealed that the level of emotional maturity of school leaders was generally high according to selected variables. The emotional maturity of school leaders was generally high when they were grouped according to selected variables in terms of self-awareness, self-regulation, motivation, empathy, and social skills. However, the emotional maturity of the youngest and most phlegmatic school leaders, along with the area of self-regulation, and the gay school leaders, along with the area of self-awareness, were lower than the average. The intellectual versatility of school leaders, according to the variables of groupings, was generally high. For the qualitative component, fast report submission, teacher misconduct involving work and school cleanliness, and activities overlapping were the most common reasons school leaders were stressed and weary. Fairness, efficiency, calmness, good communication with the school, and adaptability to challenging circumstances were the best approaches to managing emotions at work. Thus, school leaders should be positive, recognize that not all organizations are ideal, and always make fair decisions always.On the basis of the findings of the study, a psychological and competency-based program is recommended.