Relationship Between Emotional Intelligence and Senior Secondary School Principals’ Management Performance in South-West Geo-Political Zone, Nigeria

Bello Kumo Gidado, Hosea Abalaka Apeh and Sunday Gboyega Ogundeyi
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Bello Kumo Gidado: Department of Educational Foundations, University of Abuja, Abuja, Nigeria.
Hosea Abalaka Apeh: Department of Educational Foundations, University of Abuja, Abuja, Nigeria.
Sunday Gboyega Ogundeyi: Department of Educational Foundations, University of Abuja, Abuja, Nigeria.

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 5285-5295

Abstract: This study investigated the relationship between emotional intelligence and senior secondary school principals’ management performance in South-West geo-political zone, Nigeria. Six research questions and four hypotheses guided the study. Descriptive survey research design was employed for the study. The population of the study consisted of 2,273 public senior secondary school principals in South-West Nigeria. A sample size of 327 public senior secondary school principals was selected using Krejcie and Morgan table (1970). Mean scores and standard deviation were used to answer all research questions. Pearson correlation coefficient was used to analyze hypothesis one, t-test for hypotheses two and three, while Analysis of Variance (ANOVA) was used to analyze hypothesis four. The findings of the study indicate d that, there is no significant relationship between emotional intelligence and management performance of senior secondary school principals in South-West, Nigeria. The study equally shows that, there is no significant difference between emotional intelligence of male and female senior secondary school principals in South-West, Nigeria. The study further revealed that, there is no significant difference between emotional intelligence of rural and urban senior secondary school principals in South-West, Nigeria. The study also indicated that, there is no significant difference between emotional intelligence of senior secondary school principals and their years of experience. The study recommended that principals training programs should be standardized and made equally accessible to all principals, regardless of school location. In addition, leadership roles should be assigned based on skills and performance rather than gender stereotype.

Date: 2025
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