The Predictive Power of Emotionally Intelligent Supervision on Teacher Trust and Organizational Effectiveness
DOI:
https://doi.org/10.67903/ijroms0364Keywords:
educational leadership, emotionally intelligent supervision, organizational effectiveness, PLS SEM, teacher trustAbstract
Emotionally intelligent supervision has emerged as a critical leadership attribute in contemporary educational organizations, yet its predictive influence on key relational and institutional outcomes remains underexplored in developing country contexts, particularly given the scarcity of Philippine-based structural models that directly test emotionally intelligent supervision as a predictor of both teacher trust and organizational effectiveness within a single framework. Anchored on Goleman’s Emotional Intelligence Theory, this study examined the predictive power of Emotionally Intelligent Supervision (EIS) on Teacher Trust (TT) and Organizational Effectiveness (OE) in public elementary schools in Zamboanga City, Philippines. A quantitative, correlational‑predictive design was employed, with data collected from 200 randomly selected teachers using validated survey instruments. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS‑SEM) via WarpPLS. Results demonstrated excellent model fit and predictive quality (APC = 0.562, ARS = 0.665, GoF = 0.648). Structural path analysis revealed that EIS significantly predicts TT and OE (p < 0.001), while TT also exerts a significant positive effect on OE. The model explained a substantial proportion of variance in both teacher trust and organizational effectiveness, confirming the central role of emotionally intelligent supervisory practices in fostering trust‑based relationships and enhancing school performance. The findings underscore the strategic value of emotional intelligence in educational leadership and provide empirical support for integrating EI‑based competencies into supervisory standards and leadership development programs. In practical terms, the results suggest that school heads and division offices can strengthen teacher trust and overall school performance by explicitly incorporating emotional intelligence criteria, such as empathy, emotional regulation, and relational responsiveness, into supervisory training, performance evaluation, and leadership succession planning.
References
Afolabi, O. F., & Olajide, A. (2021). Emotionally intelligent leadership and workplace harmony in secondary schools. African Journal of Educational Studies, 9(1), 45–58.
Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
Flick, U. (2022). The SAGE handbook of qualitative research design. SAGE Publications.
Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2019). Multivariate data analysis (8th ed.). Pearson Education Limited.
Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: A systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1–32. https://doi.org/10.1007/s40692-020-00169-2
Hoy, W. K., & Miskel, C. G. (2013). Educational administration: Theory, research, and practice (9th ed.). McGraw-Hill.
Hoy, W. K., & Tschannen-Moran, M. (2003). The conceptualization and measurement of faculty trust in schools: The omnibus T-scale. In W. K. Hoy & C. G. Miskel (Eds.), Studies in leading and organizing schools (pp. 181–208). Information Age.
Leithwood, K., & Sun, J. (2012). The nature and effects of transformational school leadership: A meta-analytic review of unpublished research. Educational Administration Quarterly, 48(3), 387–423. https://doi.org/10.1177/0013161X11436268
Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667
Pallant, J. (2020). SPSS survival manual: A step-by-step guide to data analysis using IBM SPSS. Routledge.
Quiblat, S. G., & Quirap, E. A. (2024). Teachers' emotional intelligence and Filipino work values. International Journal of Multidisciplinary Research and Analysis, 7(8), 3915–3924. https://ijmra.in/v7i8/33.php
Rani, N., & Kumar, A. (2020). Emotional intelligence and its impact on organizational effectiveness: Evidence from the literature. Journal of Organizational Behavior Research, 5(2), 141–153.
Tschannen-Moran, M. (2014). Trust matters: Leadership for successful schools (2nd ed.). Jossey-Bass.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 International Journal of Research on Multidisciplinary Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.
