Emotional Intelligence, Organizational Commitment, Work-Related Quality of Life, and Transformational Leadership Among Administrators in Higher Education Institutions

Transformational leadership has become increasingly important in higher education institutions as administrators face complex organizational challenges requiring innovation, collaboration, and effective governance. This study examined the influence of emotional intelligence (EI), organizational commitment (OC), and work-related quality of life (WRQoL) on transformational leadership (TL) among administrators in private higher education institutions in Northern Mindanao, Philippines. Using a descriptive–correlational research design with predictive analysis and structural equation modeling (SEM) for causal relationships, data were collected from 220 administrators selected through proportional stratified random sampling from fifteen institutions. Standardized instruments were employed to measure emotional intelligence, organizational commitment, work-related quality of life, and transformational leadership. Data were analyzed using descriptive statistics, Pearson’s Product–Moment Correlation, multiple regression analysis, and SEM. Results indicated that administrators demonstrated generally high levels of emotional intelligence, organizational commitment, work-related quality of life, and transformational leadership. Significant positive relationships were found between transformational leadership and emotional intelligence (r = .514), organizational commitment (r = .391), and work-related quality of life (r = .587). Regression analysis revealed that empathy, social skills, job–career satisfaction, and working conditions significantly predicted transformational leadership, with social skills emerging as the strongest predictor. SEM further revealed that Causal Model 3 provided the best statistical fit, demonstrating that self-awareness, job–career satisfaction, and working conditions influence transformational leadership directly, while affective commitment influences transformational leadership indirectly through social skills. The findings highlight that a combination of emotional competencies, organizational attachment, and supportive work environments shapes transformational leadership in higher education. Strengthening emotional intelligence development, enhancing work-related quality of life, and fostering organizational commitment may therefore contribute to more effective transformational leadership practices among higher education administrators.