Education research has established a significant relationship between collective teacher efficacy and student achievement. This study considered the relationship between emotional intelligence of elementary school principals and collective teacher efficacy as perceived by teachers’ and principals’ self-report. Study findings suggest that principals’ relationship management, a component of emotional intelligence, is critical in the development of collective teacher efficacy. The study indicated a moderate positive correlation between the total collective teacher beliefs score and all emotional intelligence scores, with the exception of conflict management.
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