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Emotional Intelligence, Organizational Justice, Character Development and Self-Correct Among School Leaders as Perceived by Teachers

Author

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  • Alkhaser Sappayani

    (Davao Central College, Davao City, Philippines)

  • Glein Bustamante

    (Davao Central College, Davao City, Philippines)

  • Doreen Agrazamendez

    (Davao Central College, Davao City, Philippines)

  • Alvin Cayogyog

    (Davao Central College, Davao City, Philippines)

Abstract

The study was primarily conducted in order to determine the relationship between emotional intelligence, organizational justice, character development, and self-correct among school leaders as perceived by teachers. The study employed multiple regression, which showed a causal relationship between the latent variables. The 173 respondents were chosen through simple random sampling from Davao City. Adapted survey questionnaires were used in the data gathering and underwent validation process from the content validators and underwent pilot testing for content reliability and validity. Findings revealed that the latent variables: emotional intelligence, organizational justice, character development, and self-correct were manifested all the time. Moreover, there was a significant relationship between emotional intelligence and self-correct, organizational justice and self-correct, and character development and self-correct. On the other hand, a significant influence of the emotional intelligence and self-correct showed that there is an influence of indicators of the predictor variable motivating one-self, self-awareness, and social skills on self-correct. Indicators of managing emotions and empathy have no significant influence on self-correct. Moreover, regression analysis on the significance of the influence of organizational justice on self-correct, indicators of procedural justice, interpersonal justice, and informational justice showed significant influence on self-correct. The indicators of distributive justice showed no significant influence. Further, regression analysis on the influence of character development, an indicator of strong leadership showed significant influence. Based on the findings, emotional intelligence, organizational justice, and character development have significant relationships on self-correct among school leaders as perceived by teachers.

Suggested Citation

  • Alkhaser Sappayani & Glein Bustamante & Doreen Agrazamendez & Alvin Cayogyog, 2024. "Emotional Intelligence, Organizational Justice, Character Development and Self-Correct Among School Leaders as Perceived by Teachers," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(4), pages 376-388, April.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:4:p:376-388
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    References listed on IDEAS

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    1. Rajnanandi Pillai & Terri A Scandura & Ethlyn A Williams, 1999. "Leadership and Organizational Justice: Similarities and Differences across Cultures," Journal of International Business Studies, Palgrave Macmillan;Academy of International Business, vol. 30(4), pages 763-779, December.
    2. Jazael Albalá-Genol & Pedro Antonio Díaz-Fúnez & Miguel Ángel Mañas-Rodríguez, 2023. "Resilience and Job Satisfaction: Effect of Moderated Mediation on the Influence of interpersonal Justice on the Performance of Public Servants," IJERPH, MDPI, vol. 20(4), pages 1-12, February.
    3. Stephanie P. Ventura & Antonio R. Yango, 2023. "Leading from within: Understanding the lived experience of Gen X school heads in a digitalized world," Technium Social Sciences Journal, Technium Science, vol. 44(1), pages 508-520, June.
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    1. Raquel M. Navarez & Alvin O. Cayogyog & Clint E. Plaza & Kenneth Jan M. Quilario & Jestoni P. Aligway & Jaymar E. Prusas, 2024. "The Mediating Role of Motivation on the Relationship between Transformational Leadership and Work Performance of Teachers from Sta. Josefa District," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(8), pages 1461-1477, August.

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