Teacher Education Administrators’ Emotional Quotient and its Relation to their Leadership Style and Organizational Commitment: Inputs to a Proposed Intervention Program

This study aimed to determine the emotional quotient of teacher education administrators’ and its relation to leadership style and organizational commitment in the college of Education of selected State Universities and colleges in the National Capital Region during the first semester of school year 2016-2017 which could be used as inputs for developing a proposed intervention program. The descriptive method of research was used in this study with the questionnaire and documentary analysis as data gathering instruments. It was found out that among the school administrators from the selected State colleges and universities respondents, the level of emotional quotient of teacher education administrators from SUC 2 in terms of trustful marked as high degree and generally timid, gregarious and bias to an above average it implies that the though administrator in this school manifested timidity and being biased, it can be clinched that administrators from this SUC also exhibited sociable individuals. These characteristics can motivate the faculty to do their task with a merry heart. Also, both respondents perceived almost the same level on the transformational leadership style for all the dimensions. It is in the indicator C- Work management only had a verbal interpretation of high extent and perceived by the administrators. An indication of trust bestowed by the superior to their subordinates. Furthermore, the school administrators in the Selected SUCs are practicing the transactional leadership style in all the five dimensions. There is a slight opposition in using the same especially in dimension D- Problem Solving.  It was perceived by the school administrators and in Human Resource Development which was perceived by the faculty.