| Summary, etc. |
Abstract<br/> This descriptive correlational study aimed to explore the interplay between the emotional intelligence and conflict resolution strategies of among public secondary school leaders in the southern part of Antique. Data for this study were gathered using two adopted instruments, namely, Emotional Intelligence Questionnaire (Goleman, 1995) and the Conflict Mode Instrument (Kilmann, 1974). Statistical tools used to interpret the data were frequency, percentage, mean, standard deviation, t-test for Independent Samples, One-way ANOVA, Tukey HSD, and Pearson's r. The significance level was set at 0.05 in a two-tailed test.<br/> The study found that school leaders have ""very high"" level of emotional intelligence in terms of self-awareness, managing emotions, motivating oneself, empathy and social skills whether as an entire group and when classified according to sex, age, highest educational attainment and length of experience.<br/> School leaders have a ""very good"" conflict resolution strategies in terms of accommodating, avoiding, collaborating, competing and compromising whether as an entire group and when classified according to sex, age, highest educational attainment and length of experience.<br/> As to sex, significant difference existed in emotional intelligence of public secondary school leaders in terms of managing emotions and empathy while no significant difference was found in self-awareness, motivating oneself and social skills. As to length of experience, significant difference in the El of the respondents was found in terms of social skills, while no significant difference exist in self-awareness, avoiding, motivating oneself and empathy. Age and highest educational attainment did not influence the EI of school leaders in all five dimensions identified. <br/> As to sex, significant difference existed in the conflict resolution strategies of school leaders in terms of compromising, while no significant difference was found in accommodating, avoiding, collaborating and competing. Age, highest educational attainment and length of experience as variables do not influence the CRS of the respondents in all of the five dimensions identified.<br/> Positive significant relationship was established between the emotional intelligence and conflict resolution strategies of school leaders in managing emotions and in accommodating, avoiding, collaborating and compromising, but not with competing; motivating oneself correlates with competing, but not with the other dimensions of CRS; empathy correlates with all five dimensions of CRS; and social skills correlates with collaborating, but not with the other dimensions of CRS. No significant relationship was established between the emotional intelligence and conflict resolution strategies of the respondents in terms of self-awareness and all five dimensions of the latter.<br/> Based on the above findings, a policy recommendation to enhance the level of emotional intelligence and conflict resolution strategies of public secondary school leaders on certain dimensions was proposed.<br/>Keywords: Emotional Intelligence, Conflict Resolution Strategies, Public Secondary School Leaders |