Study the Relation between Principal's Emotional Inteligence and Teachers Performance in Damghan Schools during 2009-2010 Academic Years

The literature suggests that managerial skills in general and emotional intelligence in particular, play a significant role in the success of managers in the workplace and consequently, success of the institution and employees. The present study aims to explore relationship between manager’s emotional intelligence and teachers performance in Damghan schools during the 2009-2010 academic years. For this purpose, 28 principals and 220 teachers were selected as the sample of the study. Two separate (Emotional Intelligence Standard questionnaire by Siberia Shirnk including 33 questions and teachers performance researcher-made questionnaire including 27 questions) questionnaires were used as measurement instruments. Data collected through the questionnaires were analyzed by SPSS. For analysis the following statistics were used: Descriptive statistics, Inferential statistics (One Sample t-Test, Pearson product-moment correlation coefficient and stepwise multiple Regression). The findings of the study indicate that there is significant relation between principal's emotional intelligence (Self-awareness, Self-regulatory, Self-motivation, Empathy, and Social Skills) and teacher's performance. Comparing the perception of the participants from boys and girls school, there is no significance difference between the viewpoints of principals and teachers working in boys and girls schools. Furthermore, the results of regression analysis show that among 5 indicators of emotional intelligence, "self-awareness and empathy" have more influence on teacher's performance. Considering the findings of the study, it is recommended to consider the level of emotional intelligence of the candidates as a key factor in appointing school principals.