Exploring how primary school principals use emotional intelligence in school leadership

Abstract

Although emotional intelligence is widely studied in school leadership, principals still face challenges in applying it effectively. These difficulties can hinder decision-making and overall leadership effectiveness. This study explores how three primary school principals utilize emotional intelligence in their leadership roles. Adopting a constructivist paradigm, the research applies Goleman’s emotional intelligence model and transformational leadership theories to examine this issue. A qualitative case study approach was used, with data collected through semi-structured interviews and observations. The sample consisted of three purposively selected primary school principals. Findings indicate that principals with high emotional intelligence communicate effectively, navigate school challenges, and strengthen relationships among learners, teachers, and parents. This highlights emotional intelligence as a crucial factor in school success.