In 21st century, while assessing individuals? achievement, it has been started to question how sufficent they are in managing themselves and others rather than considering their levels of intelligence or educational and expetise background

In 21st century, while assessing individuals? achievement, it has been started to question how sufficent they are in managing themselves and others rather than considering their levels of intelligence or educational and expetise background. Thus, IQ has nothing to do with this new criterion. Due to the assumption that individuals have already got enoughtechnical knowledge to carry out their work, it rather focused on personal qualitiessuch as taking initiative, being emphatic, capability of adaptability and being persuasive instead. Student?s academic, social and emotional development cannot be pursued not only by student?s effort and teacher?s help but also contribution by administrators. In order to offereffective education and instruction all parties of education system should be involved in the process.The aim of this research is to find out the effect of primary school principals? EQ and teachers? self-sufficiency on students? exam success according to perceptions of teachers. In this survey model of research, primary students? success of ?SBS? (scholastic achievement test) has been the dependent variable. However, primary school principals? EQ and teachers? self-sufficiency according to perceptions of teachers have been independent variables in this research.The population of this research is comprised of primary state school teachers in central districts of Ankara. The sampling is done through stratified method. The data was collected from 1500 teachers working in any of the eight central counties of Ankara (Altındağ, Çankaya, Etimesgut, Gölbaşı, Keçiören, Mamak, Sincan, Yenimahalle). In order to collect data, participant personal information form, EQ scale and Selfsufficiency scale were developed by the researcher. To be able to work out the sub-problems of the research in the analysis of data, percentage frequencies, median, standars deviation andalso ANOVA have been used. Corroborative factor analysis has been used to test the construct validity of EQ Scale. The data was analysed via SPSS v.17 and LISREL v.8.7 and level of significance is taken as .05.The results of the research have shown that schools where there have been students whose levels of achievement at ?SBS? test are varied, the total points of administrators? EQ levels according to teachers? perceptions and total points gathered from EQ sub-scales (Selfawareness, Self-management, Social awareness, Interpersonal management) have differed. However, at schools where there have been students whose levels of achievement at ?SBS? test are varied, total points of sulf-sufficiency levels of teachers at these schools and points vi gathered from self-sufficiency sub-scales (making learners involved in lessons, teaching strategies and classroom management) have not differed. The results have been interpreted within the framework of literature review so that it could be put forth recommendations for practice.