<p><p><p><p> This explanatory study tested a model within individual context the relationship among emotional intelligence, </p> <div>transformational leadership behaviour as well as the impact towards job performance. A total of 306 respondents i.e </div> <div>132=Male; 174=Female from the educator leader in High School Performance (SBT) was participated in this study. Using </div> <div>a structured questionnaire consist of three sets of questionnaire in order to measure emotional intelligence (Emotional Competence Inventory) </div> <div>(ECI),transformational leadership behaviour (Multi–factor leadership questionnaire) (MLQ) and job performance were administered. The model </div> <div>was tested using Structural Equation Modelling; an acceptable level of model fit was found. It shows that the model fit indices demonstrates </div> <div>TLI (Tucker–Lewis Index), NFI (Normed Fit Index), RFI (Relative Fit Index), IFI (Incremental Fit Index) and CFI (Comparative Fit Index) are more </div> <div>than .90 (from .941 until .979), RMSEA (Root Mean Square Error of Approximation) also shows 0.070 (RMSEA <. 08) (Byrne, 2001). These values </div> <div>indicate an adequate fit and it’s obviously met the basic requirement of model fit. The values of the Chi–Squared Roots Goodness of Fit also </div> <div>show 2.509, below 3. Therefore, the model is significantly fit and supportsthe data. SEM analysis shows that emotional intelligence is positively </div> <div>related to transformational leadership behaviour, and transformational leadership behaviour has a significant and positive relationship with </div> <div>job performance. On a practical note, the assessment of psychological constructs in school setting eg; EQ and leadership behavior could possibly </div> <div>assist in enhancing the work performances in delivering huge benefits to the society especially in the educational contexts</div></p></p></p>