This study traces the levels and relationship of Principle-Centered Leadership and emotional intelligence of the faculty of the Philippine Normal University – Agusan Campus as basis for a personalizing skills program. This focus on the following problems:

1. What is the extent of Principle-Centered Leadership Skills of the Higher education faculty members in terms of Personal, interpersonal, managerial and organizational levels? 
2. Is there a significant difference in the level of Principle-Centered Leadership of the Higher education faculty in the Education Department, Arts and Social Sciences Department and Sciences Department? 
3. What is the level of Emotional Intelligence of the faculty in terms of Emotional Literacy, Emotional fitness, Emotional Depth and Emotional Alchemy? 
4. Is there a significant relationship between Principle-Centered Leadership skills and Emotional Intelligence of the faculty? (5) Based on the findings, what staff development program may be designed?

         This study was guided by the following null hypotheses tested at .05 level of significance.

Ho1, There is no significant difference in the level of Principle-Centered Leadership of the Higher Education faculty in the Education Department, Arts and Social Sciences Department and Sciences Department.

Ho2, There is no significant relationship of Principle-Centered Leadership Skills and Emotional Intelligence of the faculty members.

          The descriptive correlational method of research was used with questionnaire as the main toll in gathering the data.

          The respondents of the study are the higher education faculty of Philippine Normal University-Agusan Campus.

          The researcher analyzed the data through the use of (a) Arithmetic mean, to determine the faculty members’ principle-centered leadership levels and emotional intelligence competencies; (b) analysis of variance, to determine the differences in the faculty rating when grouped by department, and (c) Pearson Product-moment coefficient of correlation, to determine the re lationship of principle-centered leadership and emotional intelligence of the faculty members.

1. The Philippine Normal University-Agusan Campus faculty has evidently practices principle-centered leadership skills in personal, interpersonal, organizational and managerial levels, however there are sub-skills to be enhanced such as ways of managing anger, questioning one’s ability to accomplish things, keeping personal promises, handling prejudices, using fear as motivation to increase effectiveness, ability to make fair decisions, ability to relate meaningful with people and ability to explain ideas clearly.
2. There is no significant difference in the practices of principle-centered leadership skills among the faculty in the department of education, arts and social sciences and science and mathematics.
3. The faculty members were generally optimal in emotional literacy, proficient in emotional fitness, proficient in emotional depth and optimal in emotional alchemy. They exhibited high emotional intelligence. However, there were competencies to be enhanced such as life events, interpersonal connections, constructive discontent, compassion, trust radius, general health, optimal performance, personal power and intuition.
4. There was direct, moderate and significant relationship between principle-centered leadership and emotional intelligence of the faculty.

         Based on the findings of this study, the following conclusions are drawn:

1. The teachers demonstrated above average principle-centered leadership skills making them competent in the personal, interpersonal, managerial and organizational levels.
2. The grouping of respondents by department is not a differentiating factor in principle-centered leadership skills. 
3. The faculty members have shown high emotional intelligence particularly in the conduct of their profession.

RECOMMENDATIONS

          In the light of the findings, it is recommended that:

1. The Proposed Personalizing Skills Program be approved and implemented at the Philippine Normal University-Agusan Campus.
2. This study be used as basis for faculty development program.

Abasolo, Pacita A. Personal Management. Philippines, GIC Enterprises and Co., Inc., 1991.

Cooper, Robert and Sawaf, Ayman, Executive EQ. London: Orion Business, 1997

Covey, Stephen R. Principle –Centered Leadership. New York: Rokefeller Center, 1992

Franco, Ernesto A. How-to-Book for Trainers and Teachers Training. Philippines: Center for Developmental Management and Productivity, the Franco Institute and National Book Store Inc., 1991

Gines, Adelaida C. Educational Psychology. Philippines: Rex Book Store, Inc., 1999

Jones, Steffire, Stewart, Principles of Guidance. Manila, Philippines: Merriam & Webster Bookstore, Inc. 1970

Omrod, Jeanne E. Educational Psychology – Principles and Applications. Prentice Hall Inc., Columbus, Ohio, 1995

Punzalan, Twila G. Buhay Edukasyon sa Pagpapahalaga Para sa Koliheyo. Philippines: Philippine Normal University, 1999

Sevilla, Consuelo et al. Research Methods. Manila, Philippines: Rex Book Store, 1994

Sferra, Wright and Rice. Personality and Human Relations. London: Gregg Publishing Division, 1953

Tenedero, Henry S. Breaking the IQ Myth. Philippines: Henyo Publications, 1998

Periodicals

Aquino, Moises A. “Corporal Punishment.” The Philippine Journal of Education. Vol. LXXIX No. 3, August 2000

Canon, Deogracias A. “Alternative Approaches to Education”. Educators Journal, August 2000

Dimalanta, Miyuki Madelline . “Leading and Managing Change in School”. Educators Journal. March 2000

Queyquep, Melissa T. “Classroom Management: A Critical Analysis”. The Modern Teacher, Vol. XLIX, No. 4, September 2000

Sagaya, Teresita C. The Teacher as a Role Model”. The Modern Teacher, Vol. LXIX, No. 7, December 2000

Internet

http://www.vannet.k12.wa.us/disinfo/persedfocus.htm/ 

http://www.loshorcones.org.mx/pcbtm.htm/

http://www.egcenter.com.sg/eq/index.htm/