000			02319nam a22002657a 4500
003			ZW-GwMSU
005			20210505142634.0
008			210505b |||||||| |||| 00| 0 eng d
022			_a18146627
040			_aMSU _cMSU _erda
100	1		_aSingh, Prakash. _eauthor
245	1	0	_aNeed for emotional intelligence to develop principals’ social skills _ccreated by Prakash Singh and Christopher Malizo Dali.
264			_aPretoria _bUNISA Press and Routledge _c2013
336			_2rdacontent _atext _btxt
337			_2rdamedia _aunmediated _bn
338			_2rdacarrier _avolume _bnc
440			_aAfrica Education Review _vVolume 10 , number 3 ,
520			_aPrincipals are constantly challenged in their schools to serve as emotional anchors, provide professional guidance and be responsible for the effectiveness and improvement of their schools. This study therefore explored the need for emotional intelligence (EI) to be an integral part of the work-integrated learning competencies (WILCs) for principals in the Advanced Certificate in Education (ACE) with specialisation in School Leadership (SL) programme offered by higher education institutions (HEIs) to develop their social skills. The qualitative research approach was used to conduct this investigation. Five focus group (FG) interviews comprising ten principals in each group as well as ten single in-depth interviews were conducted. The findings of this study suggest that the ACE (SL) programme has been relatively successful thus far in developing the social WILCs of school principals. They admitted that it was crucial for them to have a better understanding of the interconnectedness between WILCs and the EI construct in their leadership positions. They concurred that this professional development programme empowered them to use their EI in addition to their cognitive abilities. Evidently, this exploratory study indicates that it is imperative for EI to be an integral part of the ACE (SL) programme for principals since cognition alone would not be sufficient to cater for their professional training needs
650	4		_aPrincipals,
650	4		_aEmotional intelligence,
650	4		_aAdministrator role,
700	1		_aDali, Christopher Malizo. _eauthor
856			_uhttps://doi.org/10.1080/18146627.2013.853542
942			_2lcc _cJA
999			_c156971 _d156971