The Mediating Effect of Authentic Leadership of School Heads on the Relationship Between Emotional Intelligence and Decision Styles Among Public School Teachers
DOI:
https://doi.org/10.5281/zenodo.20849182Keywords:
authentic leadership, decision styles, educational management, emotional intelligence, mediation, public school teachersAbstract
This study investigated the mediating effect of authentic leadership of school heads on the relationship between emotional intelligence and decision styles among public school teachers in Alabel 3 District, Sarangani Division. A quantitative, non-experimental, descriptive-correlational design was used with 150 public school teachers selected through stratified random sampling with proportional allocation. Data were gathered using adapted and modified questionnaires on emotional intelligence, decision styles, and authentic leadership, and were analyzed using mean, Pearson product-moment correlation, and path analysis. Findings revealed that teachers demonstrated a very high level of emotional intelligence (M = 4.30), a very high level of decision styles (M = 4.34), and perceived a very high level of authentic leadership among school heads (M = 4.43). Significant relationships were found between emotional intelligence and decision styles (r = .605, p < .001), emotional intelligence and authentic leadership (r = .484, p < .001), and authentic leadership and decision styles (r = .332, p < .001). Path analysis further showed that emotional intelligence significantly predicted authentic leadership (beta = .484, p < .001) and authentic leadership significantly predicted decision styles (beta = .427, p < .001), while the direct effect of emotional intelligence on decision styles became non-significant (beta = -.031, p = .706). The results indicate full mediation, suggesting that authentic leadership is a key mechanism through which emotional intelligence supports teachers' decision-making styles. The study recommends strengthening emotional intelligence development and authentic leadership practices in public schools to enhance professional judgment, workplace relationships, and organizational effectiveness.
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