EMOTIONAL INTELLIGENCE VARIABLES PREDICTOR OF ADMINISTRATIVE EFFECTIVENESS FOR GLOBAL BEST PRACTICES IN SECONDARY SCHOOLS IN CROSS RIVER STATE

Abstract

This study examined Emotional intelligence variables predictor of administrative effectiveness for global best practices in secondary schools in Cross River State. Survey research designed was adopted for the study. One hypothesis and one research question were formulated to guide the study. The population comprised three hundred and ninety-nine (399) administrators selected from the 299 secondary schools in the study area. 288 respondents were selected as sample of the study. A questionnaire titled (EIVPAEQ) was formulated by the researcher and used in collecting data from the field. The data collected were analysed using simple linear regression analysis. All the hypotheses were subjected to testing at 0.5 level of significance with critical values and degree of freedom. The null hypothesis was rejected, bringing the study to a conclusion that emotional intelligence variables significantly predict administrative effectiveness in secondary school in Cross River State. Based on the research findings, recommendations were made that emotional intelligence training should be established to ascertain administrative effectiveness.