Systematic Review of Studies on The Emotional Intelligence of School Principals

Yıl 2024, , 93 - 107, 31.03.2024

Hikmet Ulutaş

https://doi.org/10.24331/ijere.1418126

Öz

Emotional intelligence, which forms the basis for individuals to cope with emotions effectively, can also contribute to how effectively leaders address the needs of the individuals they serve, how they motivate others, and how they develop a sense of belonging in the workplace. This research aimed to examine the studies on the emotional intelligence of school principals who lead education through systematic analysis and to draw attention to the importance of emotional intelligence in educational management. The study examined studies published in peer-reviewed journals aiming to examine the emotional intelligence of school administrators. The study results show that research on the emotional intelligence of school principals has increased in recent years; descriptive, correlational, and predictive designs are followed in studies, and self-assessment tools are preferred for data collection. Moreover, there are significant relationships between emotional intelligence and self-efficacy, political skills, workplace happiness, crisis management, and conflict resolution of principals. Principals' emotional intelligence can predict organizational synergy, conflict management, leadership, managing differences, time management, organizational citizenship, and job satisfaction.

Anahtar Kelimeler

Emotional intelligence, educational leadership, educational management, school management, school principal

Etik Beyan

Since this study is based on searching published peer-reviewed articles in the literature, it is not among the studies requiring Ethics Committee Permission.

Destekleyen Kurum

No specific grant was given to this research by funding organizations in the public, commercial, or not-for-profit sectors.

Kaynakça

• Yılmaz, İ., & Yıldırım, B. (2020). The relationship between the managers' crisis management skills and emotional intelligence levels. IZU Journal of Education, 2(3), 42-62. https://doi.org/10.46423/izujed.733955