Investigating the challenges experienced by primary school principals in using emotional intelligence in school leadership
DOI:
https://doi.org/10.20525/ijrbs.v14i6.4295Keywords:
leadership, emotional intelligence, principalsAbstract
The core responsibility of school principals involves working with people’s emotions. As leaders within educational organizations, principals must develop emotional intelligence to effectively guide teachers and learners while managing their daily responsibilities. Emotional intelligence refers to the ability to recognize and regulate one’s own emotions, as well as influence the emotions of others. Given that schools are emotionally charged environments, this study investigates the role of emotional intelligence in primary school leadership, highlighting its significance in addressing everyday challenges. Emotional intelligence equips principals with the skills to communicate effectively, demonstrate empathy, manage conflicts, and engage constructively with stakeholders such as teachers, students, parents, and education officials. Employing a qualitative case study design grounded in a constructivist paradigm, the research focuses on three primary school principals through interviews, observations, and field notes. The findings reveal key challenges, including learner misconduct, disengaged teachers, and interpersonal staff conflicts. The study concludes by recommending the assessment and development of principals’ emotional intelligence to enhance overall school performance. The article further recommends various workshop-based strategies to support leadership development. These include sessions focused on self-awareness and reflective practice to help principals better understand their emotional triggers, strengths, and areas for growth.
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