Predictive Role of School Head Emotional Intelligence and Servant Leadership Behaviors in Fostering School, Family, and Community Partnerships

Abstract

Poor school–family–community partnerships frequently lead to the exclusion of families from meaningful participation in the educational process, particularly within marginalised and socio-economically disadvantaged communities. Such inadequate collaboration limits effective communication and mutual engagement between schools and families, thereby constraining the development of supportive learning environments and reducing opportunities for shared responsibility in students’ educational progress. This study examined the predictive roles of school head emotional intelligence and servant leadership in fostering effective school–family–community partnerships. Using a predictive research design, data were collected from 194 public elementary school teachers selected through stratified sampling. The significant roles of the predictors in relation to the criterion variable affirmed the tenets of Emotional Intelligence Theory. Descriptive analysis was employed to estimate the mean and standard deviation using standard statistical tools. The correlation analysis utilised Pearson correlation. Finally, the multiple linear regression analysis applied unstandardised beta coefficients. The school–family–community partnerships variable obtained a mean score of 3.63, which was interpreted as very high, indicating that strong and effective partnerships among schools, families, and communities were highly evident. Furthermore, the standard deviation of 0.37, categorised as very low, reflected a high degree of consistency in the responses provided by the participants. Similarly, all indicators associated with this variable were rated as very high. Overall, all variables examined in this study—namely emotional intelligence, servant leadership behaviours, and school–family–community partnerships—received very high ratings accompanied by highly consistent responses. These findings suggest that such attributes and practices are strongly manifested and consistently demonstrated among school heads across nearly all observed situations. Future researchers may explore variables that account for unexplained variance in school–family–community partnerships and encourage the development of programmes that strengthen school leaders’ emotional intelligence and servant leadership behaviours.