Abstract :
The purpose of this study was to examine the relationship between principals emotional intelligence and leadership competencies at secondary school level. The objectives of the study were: i) To examine the emotional intelligence of principals at secondary school level, ii) To identify the leadership competencies of principals at secondary school level, & iii) To find out the relationship between principals emotional intelligence and leadership competencies at secondary school level. The current study was quantitative in nature, and a cross sectional survey was used for data collection. All the male secondary school teachers (460) of District Kotli AJ&K were the population of the study. The sample of the study was 210 male secondary school teachers. The sample size was selected by following the guidelines in Krejicie and Morgan’s table 1970. The sample was chosen by using simple random sampling technique. The researchers used self-developed questionnaire as a research tool for the study. The reliability of instrument was measured through Cronbach’s Alpha and the value was .812. The researchers collected data personally. The data were analyzed by using Statistical Package for Social Science Software (SPSS). The researchers applied mean score and Pearson correlation for the analysis of data. The results indicated that principals show moderate to high emotional intelligence and leadership competencies, with strengths in self-awareness, emotional control, goal setting, communication, and problem-solving, weaknesses in conflict management and teamwork, and a significant positive relationship between both variables leading to rejection of the null hypothesis. It is recommended that District Education Officers, Divisional Directors, training institutes, and policy makers organize professional development programs and workshops to enhance principals’ emotional intelligence and leadership competencies particularly in conflict management, teamwork, communication, empathy, and mentoring while principals themselves should actively foster a collaborative, supportive, and positive school environment.