ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determined the relationship between school heads’ emotional intelligence (EI) and teachers’ job satisfaction in the Palapag Districts, Schools Division of Northern Samar for the school year 2024–2025, with a focus on four key EI domains—self-awareness, selfmanagement, social awareness, and relationship management—and their influence on dimensions of job satisfaction such as job security, work environment, job responsibilities, and community attachment. Employing a quantitative-correlational research design, the study utilized standardized survey instruments and statistical tools, including descriptive statistics and Pearson’s r, to analyze data collected from both online and printed formats to accommodate the rural setting’s logistical limitations. Results revealed that school heads’ self-awareness and self-management were significantly associated with higher teacher satisfaction, especially regarding job security and working conditions, while social awareness and relationship management showed no significant correlation. Among demographic variables, only teaching load had a meaningful association with job satisfaction, underscoring the impact of workload on teacher morale. These findings emphasize the importance of intrapersonal EI competencies in educational leadership and inform the development of a Psychosocial Activity Plan tailored to enhancing school leaders’ emotional capabilities and strengthening institutional support systems. This proposed intervention seeks to improve teacher well-being, reduce burnout, and foster a supportive school climate, offering actionable insights for leadership development and educational policy in geographically isolated and under-resourced schools. Keywords — Emotional Intelligence (EI), Job Satisfaction, School Administrators, Teacher Well-being, and Rural Education