P-ISSN: 2808-0467 E-ISSN: 2808-5051 Homepage: https://iss.internationaljournallabs.com/index.php/iss 1908 EMOTIONAL INTELLIGENCES INFLUENCE ON CONFRONTATION RESOLVING SKILLS OF PRINCIPALS AT SCHOOL ADMINISTRATION Shandru Mariyadas 1 , AR. Saravanakumar 2 Departement of Education, DDE, Alagappa University, Karaikudi, Tamil Nadu, India 1 chandrumariyadas@yahoo.com 2 skumarar@alagappauniversity.ac.in PAPER INFO ABSTRACT Received: January 2023 Revised: February 2023 Approved: February 2023 Background: School consists of complex network of social relations, built and maintained by bridging the gap between significant behavioral modifications. The quality of these relations defines the organizational culture. Thus, administrative atmosphere depends upon social skills as communication, attitude and response of their co-worker. Aim: The purpose of this study was to observe the relationship between school principal’s emotional intelligence and confrontational resolving skills. Method: Partial correlation was conducted to survey the degree of relationships between principal’s emotional intelligence and confrontational resolving skills for the effect of school as an administration, Data analysis was utilized to examine the combined effect of principal’s emotional intelligence quotient and confrontational resolving skills on principal’s achievement. The study population consisted of 72 school principals and 732 teachers within Batticaloa District schools in Sri Lanka. Quantitative data were collected and openly available consistent test pass percentage data. Findings: The data examination using SPSS and MS Excel showed that the principals have a very high or a high emotional intelligence and they generally use collaborating style of conflict resolution. Emotional Intelligence (EI) and conflict resolution styles (CRS) are 75% related with each other. KEYWORDS emotional intelligence, confrontation resolving skills, school administration © The author(s). This work is distributed under the terms of the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0) INTRODUCTION Today’s workplace is active in nature and is considered by time deadlines, cross social teams, work pressures, and work-family conflicts, which in turn result in a highly strained workforce. Earlier, academic qualifications, job related know-how and knowledgeable aptitudes were the measures used to assess the staff. Emotions had no place in the administrative context and were considered as counter-industrious (Krishnaveni & Deepa, 2011). However, many researchers that have concentrated on emotion in the workplaces have stressed that school administrations are “emotional places,” it always motivates doubt and commotion. Thus, school seeks to have principal that is more emotionally intelligent (Chen & Guo, 2020; Khalili, 2012; Wirawan et al., 2019). According to statistics provided by the Centre for Creative Leadership, 27% of the individual working in schools administration displays poor emotional intelligence, strong-minded many organizations to launch so-called awareness- training programs meant to draw attention that no matter how professionally skilled the principal might be, their ineffective school administration behaviour has a negative impact on organizational performance (Dumbravă, 2011).