


































 Global Journal of Education and Allied  

Research (GJEAR) 
Volume.15, Number 6; June-2024; 

ISSN: 2837-3707 | Impact Factor: 7.80 

https://zapjournals.com/Journals/index.php/gjear  

Published By: Zendo Academic Publishing 

 

 

pg. 1 

EMOTIONAL INTELLIGENCE ON LEADERSHIP EFFECTIVENESS 

AMONG SCHOOL ADMINISTRATORS 

 

 
1Liu Lilian 

 

Article Info  Abstract 

Keywords: educational 

leadership, Emotional 

Intelligence, leadership 

 

DOI 

10.5281/zenodo.11616205 

 In the current discourse on educational leadership, Emotional 

Intelligence (EI) has emerged as an essential construct that influences 

leadership effectiveness. This research delves into the impact of EI on 

leadership efficacy by surveying 276 teachers to gauge the perceived 

effectiveness of leaders in relation to their emotional competencies.  

The study utilized a correlational design, revealing that domain of EI—

such as Self-Awareness and Regulation, Empathy and Social 

Awareness, Interpersonal Effectiveness, and particularly Motivation 

and Achievement Orientation—are positively correlated with 

perceptions of leadership effectiveness. Higher EI levels were 

consistently associated with enhanced leadership performance, with 

the strongest agreement in areas like Pedagogical Leadership, 

Transformational and Transactional Behaviors, and notably, Adaptive 

Leadership in Challenging Times.  

The significant Pearson r coefficient of 0.90, with a p-value of 0.000, 

underscored a robust positive relationship between EI and effective 

leadership. On the basis of these insights, the research advocates for a 

targeted faculty development program aimed at bolstering emotional 

competencies to translate into heightened leadership effectiveness, 

thereby fostering a supportive and progressive educational 

environment. 
 

 

1.  Introduction 

Leadership is not just about possessing a superior academic record, administrative prowess, or strategic planning 

acumen. It is increasingly about understanding, managing, and leveraging emotions in an environment teeming 

with diverse challenges and stakeholders. The role of Emotional Intelligence (EI) has emerged as an imperative 

construct in the discourse on leadership effectiveness.  

EI, initially conceptualized by Salovey and Mayer (1990) and popularized by Goleman (1995), encompasses the 

ability to perceive, use, understand, and manage emotions. Research over the past decades has empirically 

                                                 
1Adamson Univers i ty  

https://zapjournals.com/Journals/index.php/gjear


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demonstrated the transformative impact of EI on leadership across sectors, yet its role in the context of educational 

leadership, especially in specific cultural contexts like Hunan, China, remains underexplored. 

Hunan, a province nestled in the heart of China, represents a microcosm of the country’s expansive educational 

and cultural heritage. The province’s schools, characterized by a juxtaposition of traditional educational 

methodologies and a fervor for modern pedagogical innovations, call for administrators who can navigate the 

complex sociocultural dynamics intrinsic to the province.  

The relationship between EI and leadership effectiveness is not merely transactional. Effective leadership, 

particularly in the field of education, requires an intricate dance of empathy, interpersonal relationships, self-

awareness, and regulation. An administrator’s ability to comprehend the emotional underpinnings of teacher 

motivations, student needs, and parental concerns can profoundly shape educational outcomes and institutional 

culture. Moreover, in China, where Confucian values emphasize harmony, respect, and balance, the role of EI 

may be even more pronounced. These values, deeply embedded in the psyche of the people, require school 

administrators to act not just as managerial heads but also as nurturers of a harmonious educational environment. 

However, research on the interplay between EI and leadership effectiveness in the context of Hunan's educational 

institutions is sparse. This gap is surprising, considering the growing emphasis on holistic education and the 

pivotal role of administrators in shaping it. In addition, as China steadily rises as a global powerhouse, 

understanding leadership paradigms in its educational institutions becomes even more critical, offering insights 

not only for the nation but also for global educational leadership models. 

This research endeavors to bridge this knowledge gap by deepening the relationship between emotional 

intelligence and leadership effectiveness among school administrators in Hunan, China. Through this exploration, 

we shed light on the nuances of leadership in a province steeped in tradition yet eager for modernization. 

Moreover, by understanding the role of EI in bolstering leadership effectiveness, we hope to provide actionable 

insights that can be integrated into training and developmental programs for current and future school 

administrators in Hunan and beyond. 

1.1. Background of the study 

The subject of Emotional Intelligence (EI) has garnered considerable attention in recent years, especially in 

relation to its impact on job satisfaction and leadership in educational environments. Several notable studies have 

delved into various facets of this theme, shedding light on the intricate relationship between EI and effective 

leadership. 

Sharma and Chalhotra (2022) posit that job satisfaction extends beyond the mere contentment employees feel 

with their daily tasks. The study articulates that job satisfaction encompasses satisfaction with team members, 

company policies, the impact of work on personal life, and interactions with superiors. Furthermore, they 

underline EI's central role in ensuring greater job satisfaction. This is especially evident when employees exhibit 

the necessary skills, chiefly emotional intelligence, to accomplish their objectives. Teachers identified factors 

such as low wages, infrastructural issues, and teacher shortages as primary contributors to job dissatisfaction. 

Heffernan and Mills (2022) delve into the intricate emotional work involved in leading schools in marginalized 

communities. Through case studies of principals in Australia and England, the research is framed using Lynch’s 

concept of affective justice, spotlighting love, care, and solidarity. The findings underline the immense emotional 

investment that school leaders make and the potential toll it takes on their personal relationships. This study 

empowers principals to navigate these emotional complexities without compromising their well-being. 

Zarifsanaiey, Mehrabi, Z. Kashefian-Naeeini, and Mustapha (2022) highlight the profound impact of digital 

storytelling on the social and emotional intelligence of female elementary students. This study employed a 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

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quantitative methodology to discern significant enhancements in the students’ EI and social intelligence when 

digital storytelling was combined with group discussions. This lends credence to the idea of harnessing modern 

pedagogical tools to cultivate emotional intelligence among students. 

Drawing threads from both domains, a clear pattern emerges: Emotional intelligence and effective leadership are 

inherently intertwined and play pivotal roles in education. Emotional intelligence catalyzes individual success by 

enhancing cognitive processes and interpersonal relationships. Meanwhile, leadership, whether entrepreneurial, 

pedagogical, or instructional, determines the trajectory of educational institutions. When these two forces 

converge—where leaders in education harness their emotional intelligence—it potentially sets the stage for 

optimized learning environments, progressive institutional practices, and holistic student development. 

The available literature underscores the pressing need for cultivating emotional intelligence in leaders within the 

educational sector. As schools and educational systems grapple with the challenges of the 21st century, EI-

equipped leadership could very well be the linchpin ensuring resilience, adaptability, and overall institutional 

success. 

1.2. Statement of the problem 

The primary objective of this research was to delve deeper into the impact of emotional intelligence on the 

efficacy of leadership within the realm of education. It specifically sought to answer the following research 

questions: 

1. What is the assessment of the respondents on their school administrators’ emotional intelligence in terms of 

1.1. Self-Awareness and Regulation 

1.2. Empathy and Social Awareness 

1.3. Interpersonal Effectiveness 

1.4. Motivation and Achievement Orientation 

2. Is there a significant difference in the assessment of the respondents on their school administrators’ 

emotional intelligence compared with their demographic profile? 

3. What is the assessment of the respondents on their school administrators’ leadership effectiveness in terms 

of 

3.1. Pedagogical Leadership 

3.2. Transformational and Transactional Behaviors 

3.3. Stakeholder Collaboration and Community Engagement 

3.4. Adaptive Leadership in Challenging Times 

4. Is there a significant difference in the assessment of the respondents on their school administrators’ 

leadership effectiveness compared with their demographic profile? 

5. Is there a significant relationship between the assessed level of emotional intelligence and leadership 

effectiveness? 

1.3. Significance of the study 

The following groups could benefit from this study: 

Educational leaders and administrators. Gaining insights into the correlation between emotional intelligence and 

leadership effectiveness can help educational leaders understand the value of nurturing emotional competencies. 

This can influence their decision-making processes, interpersonal relationships, and overall leadership practices, 

potentially resulting in more effective management and leadership strategies. 

Teachers and educational staff. Recognizing the importance of emotional intelligence in leadership can enhance 

collaborative efforts in schools. When teachers and staff understand the traits and behaviors associated with 



Global Research Journal of Management and Social Sciences (GRJMSS) Vol. 15 (6) 

 

pg. 4 

effective leadership rooted in emotional intelligence, they can better support and collaborate with their leaders, 

fostering a more harmonious and productive educational environment. 

Students. Effective leadership influenced by emotional intelligence can lead to a more positive and conducive 

learning environment. This can enhance the quality of education, student engagement, and overall student 

outcomes. 

Policymakers and educational boards. The findings can guide policy decisions related to leadership training, 

professional development, and hiring practices. If emotional intelligence proves to be a significant factor in 

leadership effectiveness,  it might be prioritized in leadership training programs and recruitment processes. 

Future researchers. This study can contribute to the growing body of literature on emotional intelligence and 

leadership effectiveness, offering new insights and potentially guiding future research endeavors in this area. 

1.4. Scope and delimitation 

The primary respondents for this study are teachers who are tasked with evaluating the performance and 

leadership capabilities of administrators. Spanning a sample size of 276 teachers, the study aimed to have a 

comprehensive understanding of the role of emotional intelligence in leadership. Geographically, the focus was 

on a specific district, subsequently shaping the applicability and generalizability of the findings. The research’s 

timeframe may either offer a cross-sectional glimpse into the current situation or adopt a longitudinal stance, 

tracing changes over a defined period. 

While the research sought depth and clarity, there are inherent boundaries and delimitations. For instance, the 

exclusive focus on teachers as respondents, while offering a grassroots perspective, also means that the study 

might not capture viewpoints from other educational stakeholders. Similarly, while the intent is to gauge the 

leadership effectiveness of administrators, certain nuances, such as their cognitive intelligence or other leadership 

styles, might be given less attention.  

Geographical constraints could also play a role, as the study, for practical or other reasons, might be restricted to 

a specific district or region, thus influencing the broader resonance of the findings. In terms of participant 

selection, specific criteria such as teaching experience or subject specialization might influence the selection, 

thereby framing the context of responses.  

1.5.  Theoretical framework 

The theoretical framework for studying leadership effectiveness in education posits that optimal educational 

leadership is an interplay between emotional intelligence (EI) and specific educational leadership behaviors. 

Drawing from Mayer and Salovey’s and Goleman’s models, this framework underscores the significance of 

leaders’ capacities to perceive, understand, regulate, and harness emotions for cognitive activities. These EI 

competencies enable leaders to empathetically relate to stakeholders, manage challenges, and drive motivation 

within the educational environment.  

Concurrently, principles from transformational and instructional leadership theories emphasize the role of leaders 

in inspiring and challenging their teams, providing clear direction, and emphasizing the school’s academic 

mission and culture. This melding of emotional intelligence and educational leadership constructs suggests that 

the most effective leaders in education are those who can adeptly combine emotional insights with educational 

leadership practices to cultivate positive learning environments and drive institutional success. 

By integrating emotional intelligence into the framework, the study recognizes that leadership, particularly in the 

nuanced environment of education, requires more than just task-oriented competencies. Emotionally intelligent 

leaders are adept at understanding their own emotions, managing them, recognizing emotions in others, and using 

this awareness to guide their decision-making. Such abilities are vital in an educational setting where leaders often 



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deal with diverse stakeholders, including students, parents, teachers, and administrative staff, each with unique 

emotional and cognitive dynamics. 

The inclusion of educational leadership behaviors, specifically transformational and instructional leadership 

practices, underscores the practical and strategic aspects of leadership in schools. Transformational leaders inspire 

and challenge their teams, pushing them toward excellence. Instructional leaders, however, remain closely aligned 

with the academic mission of the institution, ensuring that pedagogical practices are optimal. In educational 

settings, where the primary goal is student achievement and holistic development, these leadership behaviors are 

paramount. 

Connecting the framework to the study situates leadership effectiveness not as a singular, isolated trait but as a 

composite outcome of emotionally resonant interactions and strong instructional and transformational practices. 

Furthermore, this integrated perspective can offer invaluable insights for training programs, recruitment 

processes, and policy interventions, ensuring that future leaders in education are well-equipped both emotionally 

and practically to navigate the challenges of the modern educational landscape. 

2. Methodology 

This section outlines the strategy employed in this investigation. It begins with a research blueprint designed to 

investigate the correlation between emotional intelligence and leadership effectiveness. Subsequent details 

encompass the procedures for sampling, including the geographical area, intended participants, and selection 

methodologies.  

2.1. Research locale 

The chosen setting for this research is the esteemed Hunan University of Humanities and Science, an academic 

institution with a distinguished history dating back to 1978. Originally established as a school, the institution 

gained university status in 2004, marking a significant milestone in its evolution. At present, Hunan University 

comprises 14 secondary colleges, offering a diverse range of 53 full-time undergraduate majors and a 

comprehensive master’s program.   

2.2. Sample and sampling technique 

The participant pool consisted of 966 faculty members at the Hunan University of Humanities and Science. Given 

the diverse range of expertise and roles within this group, careful consideration was essential to ensure that the 

sampling method adequately captures this diversity while also yielding reliable outcomes. 

To determine the appropriate sample size, the RaoSoft online calculator was used. Applying the parameters of a 

population size of 966, a margin of error set at 5%, a confidence level of 95%, and a distribution rate of 50%, the 

calculated sample size recommended for the study is 276 respondents.  

The selection of these 276 respondents was performed using simple random sampling. The use of simple random 

sampling remains justified in the context of examining the emotional intelligence of school administrators as 

perceived by the faculty at the Hunan University of Humanities and Science. This approach ensures fairness and 

impartiality in selecting participants, ultimately contributing to the credibility and generalizability of the study’s 

outcomes. 

2.3. Data gathering procedure 

The data-gathering procedure for this study was executed meticulously, ensuring accuracy, consistency, and 

comprehensive coverage. The study was conducted during the second semester of the academic year 2023–2024. 

 

 

 



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1. Preparation and Orientation 

Before data collection began, the participants were informed about the study’s objectives,  their involvement, 

and the confidentiality of their responses. An orientation session was conducted to clarify any questions or 

concerns. 

2. Distribution of Questionnaires 

The questionnaires were distributed to faculty members of the Hunan University of Humanities and Science, 

who completed them at their convenience. 

3. Data Collection 

The participants completed the questionnaire and provided their responses on the questionnaire prepared. An 

online version of the questionnaire was used to facilitate data collection. 

4. Validity and Reliability Checks 

Completed questionnaires were reviewed to ensure that all items were answered appropriately. A validity check 

was conducted to verify the content alignment of the questionnaire items with the constructs identified in the 

literature. Reliability was assessed using statistical techniques like Cronbach's alpha to confirm the internal 

consistency of items within each construct. 

5. Data Compilation and Analysis 

Once the completed questionnaires were collected, the data were compiled and organized for analysis. 

Descriptive statistics were used for the analysis. 

2.4. Statistical analysis 

The study’s data analysis process encompassed a comprehensive approach, strategically designed to unravel the 

intricate correlation between emotional intelligence and leadership effectiveness among school administrators.  

The constructs of emotional intelligence and leadership effectiveness were analyzed using mean and standard 

deviation (SD) values. These statistical measures offered a central tendency view of participants’ responses, 

enabling a closer look at their perceptions of emotional intelligence and leadership effectiveness. The standard 

deviation provided valuable insights into the dispersion and variability of these perceptions among the 

participants. 

To explore potential variations in emotional intelligence and leadership effectiveness based on different 

demographic factors, the study employed independent t-tests and ANOVA. These methods enabled the 

investigation of whether statistically significant differences exist between different demographic groups in terms 

of their perceptions of emotional intelligence and leadership effectiveness. 

Furthermore, the correlation between emotional intelligence and leadership effectiveness was probed using 

Pearson's correlation coefficient (r). This analytical tool quantified the strength and direction of the relationship 

between these two constructs, thus contributing to a deeper understanding of their interplay. 

To facilitate the interpretation of the mean scores for emotional intelligence and leadership effectiveness, the 

following scale was used: 

Score Range  Verbal Descriptor  Interpretation 

3.51 – 4.00  Strongly Agree  Highly Evident 

2.51 – 3.50  Agree    Moderately Evident 

1.51 – 2.50  Disagree   Slightly Evident 

1.00 – 1.50  Strongly disagree  Poorly Evident 

 

  



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3. Results and analysis 

This section presents a comprehensive examination of the data collected from the participants.  

Table 1.  

Summary of Emotional Intelligence 

Domains Mean SD 
Verbal Description and 

Interpretation 
Rank 

Self-Awareness and Regulation 3.42 0.34 Agree/Evident 4 

Empathy and Social Awareness 3.45 0.30 Agree/Evident 3 

Interpersonal Effectiveness 3.48 0.31 Agree/Evident 2 

Motivation and Achievement Orientation 3.49 0.30 Agree/Evident 1 

Emotional Intelligence (Overall) 3.46 0.27 Agree/Evident - 
Scale: 1-1.50: Strongly Disagree/Poorly Evident; 1.51-2.50: Disagree/Slightly Evident; 2.51-3.50: Agree/Evident; 3.51-4.00: Strongly Agree/Highly Evident 

Table 1 summarizes the overall level of Emotional Intelligence (EI) among school administrators as rated by 

faculty members, broken down into four domains: Self-Awareness and Regulation, Empathy and Social 

Awareness, Interpersonal Effectiveness, and Motivation and Achievement Orientation. Each domain is evaluated 

on the basis of mean scores, standard deviations (SD), and ranks and provided with a verbal description or 

interpretation. 

The domain ranked highest in EI is "Motivation and Achievement Orientation" with a mean score of 3.49 and the 

lowest SD of 0.30, indicating a strong agreement among respondents that school administrators exhibit this quality 

and that there is a consistent perception of this across the faculty. This domain is described verbally as 

"Agree/Evident." 

Closely following is "Interpersonal Effectiveness" with a mean score of 3.48 and an SD of 0.31, ranking second. 

This suggests that administrators are also highly regarded for their interpersonal skills, with faculty members 

largely in agreement. 

The overall EI score, representing a composite of all domains, is 3.46 with the smallest SD of 0.27, highlighting 

that respondents generally agree that administrators demonstrate EI. The low SD suggests that this perception is 

consistent among the faculty members surveyed. 

Table 1 provides a clear picture of how faculty members perceive the emotional intelligence of administrators 

positively across all domains, with slight variations in the degree of consensus for each domain. The verbal 

descriptions across all domains being "Agree/Evident" reinforces the notion that these emotional intelligence 

qualities are present and recognized among school administrators. 

Integrating the survey results with the scholarly literature reveals a cohesive narrative about the role of emotional 

intelligence (EI) in educational leadership and its implications for faculty satisfaction and school climate. 

The survey results demonstrate that faculty members perceive their administrators as possessing high levels of EI 

across various domains, including self-awareness, empathy, interpersonal effectiveness, and motivation. This 

agrees with Sharma and Chalhotra’s (2022) assertion that job satisfaction extends beyond daily tasks to include 

interactions with superiors and organizational policies. Such a high perception of EI among administrators could 

contribute to a positive work atmosphere and overall job satisfaction. Suleman et al. (2020) reinforced this view, 

emphasizing the crucial role of EI in job satisfaction, particularly in leadership roles.  

The literature suggests that the emotional labor involved in leading schools, especially in marginalized 

communities, is substantial (Heffernan & Mills, 2022). The survey results mirror this by highlighting the 

administrators’ ability to empathize and maintain social awareness, indicating a capacity to navigate emotional 

complexities without compromising their well-being. Furthermore, the literature emphasizes the importance of 



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pg. 8 

EI in managing crises and rapid transformations (Prystai, 2022). The survey findings suggest that administrators 

are adaptable and effective in their roles, echoing the need for high EI during tumultuous times, such as the 

COVID-19 pandemic.  

Moreover, research across various studies (Gómez-Leal et al., 2021; Patel & Tarjani, 2020; Kiprawi et al., 2020) 

underpins the integral role of EI in school leadership. The survey corroborates these findings, presenting a 

narrative in which EI is not just a beneficial trait but a cornerstone of effective educational leadership. This is 

further substantiated by studies linking EI with reduced burnout and stress, highlighting its buffering effects in 

challenging work environments (Silbaugh et al., 2021; Mérida-López & Extremera, 2021; Ahmed, 2018). 

Lastly, while the survey data do not delve into the gender dynamics of administrators, the literature points to 

potential differences in EI management between genders (Patel & Tarjani, 2020; Raman et al., 2020). This 

suggests a nuanced layer of analysis that could further inform the understanding of EI in educational leadership. 

Additionally, the correlation between personality traits and EI (Nawi et al., 2018; Al-Nasser & Al-Enezy, 2018) 

may provide insights into the individual characteristics that contribute to the high levels of EI observed among 

administrators. 

Table 2.  

Summary of Leadership Effectiveness 

Domains Mean SD 
Verbal Description and 

Interpretation 
Rank 

Pedagogical Leadership 3.47 0.31 Agree/Evident 4 

Transformational and Transactional Behaviors 3.50 0.30 Agree/Evident 2 

Stakeholder Collaboration and Community 

Engagement 
3.49 0.32 Agree/Evident 3 

Adaptive Leadership in Challenging Times 
3.52 0.30 

Strongly Agree/Highly 

Evident 
1 

Leadership Effectiveness (Overall) 3.50 0.28 Agree/Evident - 

 

Table 2 summarizes the overall level of Leadership Effectiveness across various domains, as perceived by survey 

respondents. This includes mean scores, standard deviations (SDs), ranks, and verbal interpretations for each 

domain of leadership. 

The domain of "Adaptive Leadership in Challenging Times" is ranked highest with a mean score of 3.52 and an 

SD of 0.30, and is described as "Strongly Agree/Highly Evident." This suggests that faculty members perceive 

their leaders as the most effective in adapting to changes and handling unforeseen challenges, reflecting a strong 

belief in their abilities to navigate difficult situations successfully. 

"Transformational and Transactional Behaviors" come in second with a mean score of 3.50 and an SD of 0.30, 

falling under the "Agree/Evident" category. This indicates that respondents generally agree that their leaders 

exhibit both transformational leadership qualities (inspiring and motivating) and transactional leadership qualities 

(managing operations and rewarding performance). 

The composite score for "Leadership Effectiveness" is 3.50 with an SD of 0.28, which is interpreted as 

"Agree/Evident." This overall score reflects a generally favorable perception of leadership effectiveness, 

signifying that, on average, respondents agree that their school leaders are effective across all measured domains. 

The relatively low SD across the domains indicates a strong consensus among the respondents regarding the 

effectiveness of their leadership. 



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Hayat, Ihsan, and Tufail (2023) stress the art of motivation in leadership, a theme that resonates with the high 

scores for "Transformational and Transactional Behaviors" and "Adaptive Leadership in Challenging Times." 

The importance of anticipation, alignment, and action in leadership can be seen in the strong agreement on 

leaders’ effectiveness in communicating vision, managing operational tasks, and fostering a culture of continuous 

improvement.  

Baxter and Ehren (2023) emphasize the critical role of trust in leadership, a concept that can be paralleled with 

the survey findings of strong stakeholder collaboration and community engagement. Trust seems to be implicit 

in the positive assessment of leaders’ ability to collaborate with a range of stakeholders, maintain open 

communication, and engage with the community. 

Drukda (2022) discusses the decoupling of occupational self-efficacy from transformational leadership, which 

could explain the slightly lower rank for "Pedagogical Leadership"  compared to other domains. This may suggest 

that while leaders are seen as effective, their transformational behavior does not necessarily correlate with 

teachers’ self-efficacy in this sample, aligning with Drukda’s findings in Bhutan. 

Razi and Nadi (2022) introduced the concept of "quantum leadership skills," which could be linked to the highest-

ranked domain of "Adaptive Leadership in Challenging Times" (Table 11). The significant difference in thinking 

styles and knowledge presentation post-training aligns with the survey results that highlight leaders’ adaptability 

and innovative problem-solving abilities. 

The Finnish model of trust-based education discussed by Maaranen and Stenberg (2021) may be reflected in the 

strong scores across all domains of leadership effectiveness (Tables 8-12). The high level of agreement on the 

effectiveness of various leadership behaviors may indicate a similar culture of trust in the surveyed educational 

settings. 

Mosin (2021) and Kin et al. (2020) discuss the impact of specific leadership styles on organizational outcomes, 

which can be tied to the high rankings in "Transformational and Transactional Behaviors" and the overall 

effectiveness score. The emphasis on leadership competencies, including emotional intelligence and digital 

dexterity, is consistent with the survey results, which indicate a strong presence of adaptive and innovative 

leadership. 

Studies by Landa and Donaldson (2020), Chandolia et al. (2020), and others provide a broad context for 

understanding leadership in various educational environments, from the intricacies of teacher collaboration to 

conflict management and the transformative potential of instructional leadership. The survey results, which 

uniformly highlight effective leadership across different domains, suggest that the sampled leaders are adept at 

managing diverse aspects of school leadership. 

In summary, the survey data on leadership effectiveness, when interpreted using the literature review, underscores 

the multifaceted nature of effective leadership. The strong consensus on adaptive leadership and effective 

collaboration with stakeholders, among other areas, reflects a dynamic interplay of skills and behaviors that 

contribute to the overall effectiveness and success of school leadership. These findings resonate with global 

research trends and contribute to a nuanced understanding of educational leadership in various contexts. 

 

 

 

 

 

 



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Table 3.  

Relationship between Emotional Intelligence and Leadership Effectiveness 

Variables 
Self-Awareness 

and Regulation 

Empathy and 

Social 

Awareness 

Interpersonal 

Effectiveness 

Motivation and 

Achievement 

Orientation 

Emotional 

Intelligence 

Pedagogical 

Leadership 

Pearson r 0.62 0.76 0.78 0.76 0.83 

p-value 0.00 0.00 0.00 0.00 0.00 

Transformational and 

Transactional 

Behaviors 

Pearson r 0.60 0.73 0.73 0.75 0.80 

p-value 0.00 0.00 0.00 0.00 0.00 

Stakeholder 

Collaboration and 

Community 

Engagement 

Pearson r 0.63 0.78 0.77 0.81 0.85 

p-value 0.00 0.00 0.00 0.00 0.00 

Adaptive Leadership 

in Challenging Times 

Pearson r 0.59 0.74 0.73 0.72 0.79 

p-value 0.00 0.00 0.00 0.00 0.00 

Leadership 

Effectiveness 

Pearson r 0.67 0.83 0.83 0.84 0.90 

p-value 0.00 0.00 0.00 0.00 0.00 

*Level of Significance = 0.05 

Table 3 presents a comprehensive analysis of the correlation between various facets of emotional intelligence (EI) 

and leadership effectiveness across different leadership styles. The variables considered include Self-Awareness 

and Regulation, Empathy and Social Awareness, Interpersonal Effectiveness, Motivation and Achievement 

Orientation, and overall Emotional Intelligence.  

The Pearson correlation coefficients show a strong positive relationship between all components of emotional 

intelligence and various leadership styles, with correlation values ranging from 0.59 to 0.90, indicating a 

significant influence of emotional intelligence on leadership effectiveness. All p-values are below the level of 

significance set at 0.05, confirming the statistical significance of these relationships. Specifically, leadership 

effectiveness showed the strongest correlation with Emotional Intelligence (0.90), emphasizing the critical role 

of emotional intelligence in enhancing overall leadership capabilities. 

The data suggest that higher levels of self-awareness, empathy, interpersonal skills, and motivation are strongly 

linked to more effective leadership, particularly in handling educational improvements, transactional and 

transformational leadership tasks, stakeholder engagement, and adaptive leadership challenges. These findings 

support the notion that emotional intelligence is a key driver in cultivating effective leadership, thereby enhancing 

organizational performance and success in various leadership contexts. 

Within the framework of emotional leadership, several key components of EI, such as self-regulation, motivation, 

empathy, and social skills, are critical for effective leadership. The significant correlation found in the study 

implies that 

Self-awareness and self-regulation. Leaders who are more attuned to their internal emotional states and can 

manage their reactions are likely to make more considered decisions and maintain a positive climate within their 

organizations. 

Empathy. The ability to understand and share the feelings of others helps leaders build strong relationships with 

their team members, which is essential for teamwork and collaboration. 

Motivation. Leaders with high EI are often more driven to achieve beyond their own and others’ expectations, 

which can lead to higher performance within the team. 



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pg. 11 

Social Skills. Effective communication and interpersonal skills facilitate better conflict resolution and 

cooperation, further enhancing leadership effectiveness. 

In practice, the findings from this correlational study could be used to inform leadership development programs. 

By focusing on enhancing the emotional intelligence of leaders, organizations might improve not only individual 

leader performance but also overall organizational effectiveness. This could involve training programs focused 

on developing empathy, emotional regulation, and interpersonal skills, as well as coaching and feedback 

mechanisms that help leaders better understand and manage their emotional responses. 

The strong relationship between EI and leadership effectiveness, as evidenced by the correlational analysis, 

provides empirical support for the importance of emotional leadership. This reinforces the idea that leaders who 

are emotionally intelligent are not only more aware and in control of their own emotions but are also more 

effective in leading others, which is crucial in today’s dynamic and often challenging work environments. 

This study consolidates emotional intelligence (EI) as a singular composite variable encompassing self-

awareness, self-regulation, empathy, social awareness, and other related competencies. Similarly, “Leadership 

Effectiveness” is synthesized as a single variable, representing an aggregate measure of pedagogical leadership, 

transformational and transactional behaviors, stakeholder collaboration, community engagement, and adaptive 

leadership in challenging times. The analysis and interpretation of the data proceed with these two variables as 

the primary focus. 

Despite the literature suggesting potential demographic influences on leadership effectiveness, this study found 

no significant differences in EI or Leadership Effectiveness based on sex, age, or years of teaching experience. 

This indicates that the qualities of emotional intelligence and the attributes of effective leadership are perceived 

to be distributed consistently across demographic groups within the survey sample. 

The Pearson r correlation coefficient indicates a strong and positive relationship between EI and Leadership 

Effectiveness, with a highly significant p-value leading to the rejection of the null hypothesis. This finding is 

crucial as it suggests that emotional intelligence is not just an associated quality but is also potentially predictive 

of leadership effectiveness in educational settings. 

In synthesizing these findings, the study supports the notion that emotional intelligence is a foundational element 

of effective leadership. The robust association between the two consolidated variables highlights the importance 

of EI in educational leadership. As such, the development of emotional intelligence in leaders can be seen as a 

strategic investment that potentially leads to improvements in leadership practices, stakeholder relationships, and 

ultimately, educational outcomes. 

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