Social and emotional intelligence as an asset for school leadership : perspectives from a school leadership team : a case study

Abstract

The aim of this qualitative phenomenological case study is to explore emotional intelligence as an asset for school leadership effectiveness. Using an interpretive phenomenological approach, the study explores the lived experiences of school leaders within a Church School in Malta to gain deeper insights into the role of EI in educational leadership. The research aims to expose the perspectives of school leaders regarding the significance of EI in guiding educational institutions through various challenges and fostering positive school climates. Findings from the study highlight the critical role of emotional intelligence in shaping leadership behaviours, decision-making processes, and interpersonal relationships. Moreover, the research emphasises the necessity for leadership preparation programs to incorporate EI training and development initiatives for aspiring and current school leaders. The study also seeks to contribute to existing literature by shedding light on the relationship between EI and effective leadership practices in schools. Through in-depth interviews that were carried out, key themes emerged regarding the importance of emotional intelligence skills such as self-awareness, self-regulation, empathy, and social skills in leadership roles. Ultimately, this study aims to inform educational stakeholders, policymakers, and practitioners about the significance of EI in school leadership and its implications for improving educational outcomes and fostering positive school environments.