International Journal of Social Work Practice, Sociology and Anthropology (IJSWPSA)
Affective Administration in Educational Institutions: Emotional Intelligence as a Dual Catalyst for School Resilience and National Development
E-ISSN: 2278-3522
P-ISSN: 2822-2937
DOI: https://iigdpublishers.com/article/1550
This study examined the relationship between emotional intelligence (EI) and administrative effectiveness in educational institutions, and their combined influence on school development and national growth. Adopting a quantitative correlational research design, data were collected from 320 school administrators (principals, vice-principals, and heads of departments) across 64 public secondary schools in Ughelli North L G.A, Delta State, Nigeria. Three validated instruments the Wong and Law Emotional Intelligence Scale (WLEIS), the Administrative Effectiveness Questionnaire (AEQ), and the School Development Index (SDI) were administered with reliability coefficients of 0.89, 0.87, and 0.91 respectively. Data were analysed using Pearson productmoment correlation and multiple regression analysis at 0.05 significance level. Findings revealed a significant positive relationship between emotional intelligence and administrative effectiveness (r = 0.72, p < 0.001), indicating that administrators with higher EI demonstrated superior decision-making, communication, conflict resolution, and resource management skills. Furthermore, administrative effectiveness significantly predicted school development outcomes (β = 0.68, p < 0.001), including improved teacher retention, student academic performance, and stakeholder satisfaction. The study also established that schools with emotionally intelligent leadership contributed more substantially to national development indicators, particularly in human capital formation and social cohesion. Notably, self-awareness and relationship management emerged as the strongest EI dimensions influencing administrative outcomes. The findings underscore the imperative of integrating emotional intelligence training into educational leadership preparation programmes and in-service professional development. This study contributes to the growing body of knowledge on affective administration and offers practical implications for educational policymakers, school boards, and leadership training institutions. Recommendations include the institutionalisation of EI assessment in administrator selection, continuous EI development workshops, and the integration of affective competencies into national education policy frameworks.
Ariejovbo Goodluck Onoriode Fortune PhD & Offia Patience Akpesiri M.Ed
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