Emotional Intelligence in Decision-Making among School Administrators in Pagadian City: Pathways to Sustainable Quality Management

This study examined the influence of Emotional Intelligence (EI) on school administrators’ decision-making processes in Pagadian City, with a particular emphasis on developmental quality management. The research focused on the five core EI domains—self-awareness, self-regulation, motivation, empathy, and social skills—as conceptualized by Goleman (2018). A mixed-methods descriptive survey design was employed, involving a purposive sample of four school administrators and 134 teachers. The quantitative data were gathered using a researcher-developed EI questionnaire, which was pilot-tested and validated for internal consistency (Cronbach’s Alpha > 0.90). Statistical analyses included descriptive statistics (mean, ranking) and inferential tests (independent t-test) to compare administrator and teacher perceptions. Qualitative interviews were also conducted to enrich the interpretation of EI manifestations in leadership behavior. Results revealed strong alignment between administrators’ and teachers’ assessments, particularly in empathy and motivation domains, with no statistically significant differences observed. However, the small administrator sample limits generalizability. The study underscores the importance of EI in fostering sound decision-making and cultivating a positive school climate. It recommends the development of structured EI training programs tailored to school leadership, incorporating modules on self-regulation, empathy, and social communication strategies.