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ERIC Number: EJ1129159
Record Type: Journal
Publication Date: 2017-Mar
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1741-1432
Teachers' Perceptions of the Utilisation of Emotional Intelligence by Their School Principals to Manage Mandated Curriculum Change Processes
Grobler, Bennie; Moloi, Connie; Thakhordas, Sunita
Educational Management Administration & Leadership, v45 n2 p336-355 Mar 2017
This quantitative study investigates teachers' perceptions of how Emotional Intelligence (EI) was utilised by their school principals to manage mandated curriculum change processes in schools in the Johannesburg North district of Gauteng in South Africa. Research shows that EI consists of a range of fundamental skills that could enable school principals to facilitate the curriculum changes that are mandated by the Department of Basic Education and implemented by teachers in their classrooms. Researchers argue that principals could simply instruct teachers that the Curriculum Assessment Policy Statements, for example, are mandated by top management and that they have to implement them, or they could use EI skills to obtain teachers' collaboration and commitment to implement the mandated changes. Using a quantitative research method, a structured questionnaire was administered to a sample of 600 Foundation Phase and Grade 10 teachers to probe their perceptions about the extent to which leadership utilised EI to manage mandated curriculum change. The results of this investigation show that there is a strong correlation between the utilisation of EI by school principals and the implementation of the mandated changes.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 10; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa (Johannesburg)
Grant or Contract Numbers: N/A