The Role of Emotional Intelligence in Leadership Effectiveness During Organizational Crisis among Secondary Schools on the Plateau.

The Role of Emotional Intelligence in Leadership Effectiveness During Organizational Crisis among Secondary Schools on the Plateau.

Yilshian Noel Nkup¹, Ogundare Nathaniel Jide¹, Magit, Habila¹, Maryam Abba Tijjani², Roseline Bentu¹

¹Department of Business Administration, Faculty of Management Sciences, University of Jos, Jos, Nigeria.

²Department of Marketing, School of management science, Federal Polytechnic Bauchi

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8110028

Received: 16 October 2024; Accepted: 25 October 2024; Published: 27 November 2024

ABSTRACT

The pivotal role of leadership effectiveness in navigating organizational crises is well-documented, yet the integration of emotional intelligence into this dynamic remains underexplored. This study aims to elucidate the influence of emotional intelligence on leadership effectiveness, particularly within the context of crisis management in secondary schools on the Plateau. Grounded in both Goleman’s emotional intelligence theory and transformational leadership theory, this research investigates three hypotheses: the significant relationship between leadership effectiveness and crisis management capabilities, the impact of emotional intelligence on enhanced leadership effectiveness, and the synergistic effect of emotional intelligence and leadership effectiveness in managing organizational crises. Utilizing a quantitative methodology, the study employed a 5-point Likert scale to evaluate responses from 153 school Principals, assessing variables such as self-awareness, empathy, and adaptive leadership strategies. Statistical analysis Structural Equation Model (SEM) revealed a robust relationship between leadership effectiveness and crisis management (B-value = 3.27, P-value = 0.00), a significant correlation between emotional intelligence and improved leadership effectiveness (B-value = 0.61, P-value = 0.02), and a profound impact of the integration of emotional intelligence on leadership effectiveness in managing crises (B-value = 1.03, P-value = 0.00). The findings underscore the necessity of incorporating emotional intelligence into leadership development programs, highlighting its potential to enhance strategic decision-making and resilience in educational settings. Consequently, the study recommends that educational policymakers prioritize emotional intelligence training for school leaders to bolster their crisis management capabilities, ultimately fostering more resilient and adaptive educational environments. This research contributes to the broader discourse on leadership in education, offering empirical evidence of the transformative power of emotional intelligence in crisis situations.

Keyword: Emotional Intelligence, Leadership Effectiveness, Crisis Management, Educational Leadership and Transformational Leadership.

INTRODUCTION

The growing interest in emotional intelligence (EI) within the field of leadership has been driven by a recognition of its critical role in enhancing leadership effectiveness, especially during organizational crises. Emotional intelligence, which encompasses the ability to perceive, control, and evaluate emotions, is increasingly being seen as a vital component of effective leadership (Goleman, 2020). In educational settings, particularly within secondary schools, leaders are frequently confronted with crises that require not only cognitive intelligence but also emotional insight to manage complex situations effectively (Mayer et al., 2021). This has become particularly relevant in the context of Plateau State, Nigeria, where secondary schools face unique challenges that test the resilience and adaptability of school leaders. Plateau State’s educational environment is often impacted by socio-political instability and resource constraints, making crisis management an integral part of school leadership. During crises, such as political unrest or public health emergencies, leaders are required to respond swiftly and empathetically to maintain the stability and functioning of educational institutions (Salovey & Grewal, 2022). Emotional intelligence equips leaders with the ability to manage their own emotions and understand the emotional drivers of their staff and students, facilitating more effective communication and decision-making during these turbulent times (Boyatzis, 2021).

Leadership effectiveness, particularly in crisis scenarios, is increasingly linked to one’s emotional intelligence (Caruso & Salovey, 2021). Leaders with high EI are adept at fostering an environment of trust and collaboration, essential for navigating the complexities of organizational crises (Bar-On, 2023). In the secondary school context, emotionally intelligent leaders can motivate staff and students, reduce anxiety, and promote a shared vision for crisis resolution, leading to improved outcomes for all stakeholders (Ashkanasy & Daus, 2024). This makes the integration of emotional intelligence into leadership practices a strategic necessity. Despite the acknowledged benefits of emotional intelligence, many school leaders on the Plateau continue to operate within traditional paradigms that may not fully address the emotional dynamics of crisis situations. The absence of emotional intelligence training in leadership development programs contributes to a gap in crisis management capabilities (Cherniss, 2020). As a result, schools may experience prolonged disruptions, decreased morale, and diminished educational achievements during crises, underscoring the need for a more emotionally intelligent approach to leadership (Caruso & Salovey, 2021).

In light of these challenges, this study aims to explore the role of emotional intelligence in enhancing leadership effectiveness during organizational crises in secondary schools on the Plateau. By examining how emotional intelligence can be leveraged to improve crisis management, the study seeks to provide actionable insights for educational leaders and policymakers. Ultimately, the goal is to foster leadership practices that enhance the resilience and success of secondary schools in Plateau State.

The primary problem addressed by this study is the inadequate integration of emotional intelligence into the leadership strategies of secondary schools on the Plateau during organizational crises. Despite the clear advantages of EI, many leaders lack the training and awareness necessary to apply these skills effectively in crisis situations (Mayer et al., 2021). This oversight results in suboptimal crisis management outcomes, affecting the well-being and academic performance of students and staff (Goleman, 2020). Without a structured approach to incorporating emotional intelligence into leadership practices, secondary schools may continue to face challenges in achieving effective crisis resolution. This problem is compounded by the socio-political complexities of Plateau State, where crises are frequent and often multifaceted. Addressing this gap is essential for improving the overall effectiveness and resilience of educational institutions in the region (Ashkanasy & Daus, 2024).

This study seeks to answer the following research questions: How does emotional intelligence influence leadership effectiveness during organizational crises in secondary schools on the Plateau? What specific emotional intelligence competencies are most critical for effective leadership in such contexts? How can emotional intelligence be integrated into leadership training programs for school leaders on the Plateau? The primary objective of this study is to assess the role of emotional intelligence in enhancing leadership effectiveness during organizational crises in secondary schools on the Plateau. Specific objectives include identifying key emotional intelligence competencies that contribute to leadership success and developing recommendations for integrating emotional intelligence into leadership development programs.

The rationale for this study is anchored in the specific challenges faced by secondary schools in Plateau State. The region’s socio-political dynamics and frequent crises necessitate leadership approaches that prioritize emotional intelligence (Salovey & Grewal, 2022). By exploring the impact of EI on leadership effectiveness, this study aims to provide valuable insights that can inform strategic policy decisions and enhance the resilience of educational institutions in Plateau State (Boyatzis, 2021).

CONCEPTUAL REVIEW AND HYPOTHESES

Leadership Effectiveness During Organizational Crisis and Its Relation to Crisis Among Secondary Schools

Leadership effectiveness during an organizational crisis is a critical area of study, especially within the educational sector, where secondary schools often face unique challenges. The effectiveness of leadership during crises can determine the resilience and adaptability of an institution in handling disruptions. According to Smith (2021), effective leadership in crisis situations is characterized by strategic decision-making, clear communication, and the ability to inspire trust and confidence among stakeholders. Various leadership theories provide insights into handling organizational crises. Transformational leadership, as highlighted by Jones and Brown (2023), emphasizes inspiring and motivating followers to achieve more than they thought possible. This approach is particularly effective in crisis situations as it fosters a sense of unity and purpose. Similarly, situational leadership suggests adapting leadership styles based on the specific circumstances and the readiness level of followers (Blake & Mouton, 2022). In secondary schools, leaders who exhibit transformational and situational leadership qualities are better equipped to navigate crises by adjusting their strategies to meet the needs of students, teachers, and parents.

Secondary schools face a myriad of crises, from natural disasters to socio-economic challenges that can disrupt the learning process. The COVID-19 pandemic, as discussed by Wilson et al. (2020), exemplified a global crisis that required educational leaders to rapidly adapt to online learning environments while ensuring the well-being of students and staff. Leadership effectiveness in this context involved not only technological adaptation but also addressing emotional and psychological needs, highlighting the multifaceted nature of crisis management within schools. Effective crisis leadership in secondary schools requires specific competencies, such as emotional intelligence, problem-solving skills, and communication proficiency. Harrison (2024) asserts that leaders who demonstrate high emotional intelligence can better understand and manage the emotions of their stakeholders, leading to more effective crisis resolution. Moreover, problem-solving skills enable leaders to develop innovative solutions to unforeseen problems, while clear and transparent communication fosters trust and reduces uncertainty during crises. The impact of leadership during a crisis extends beyond immediate crisis resolution, influencing school culture and student outcomes. According to a study by Lee and Kim (2023), schools with effective crisis leadership report higher levels of student engagement and achievement, even during challenging times. This is attributed to the creation of a supportive and resilient school culture, where students feel safe and motivated to learn despite external challenges.

Figure 1. Conceptual Framework

Hypothesis 1: There is significant relationship between leadership effectiveness and the ability of secondary schools to manage crises effectively.

Emotional Intelligence

Emotional intelligence (EI) has gained significant attention as a critical factor in personal and professional success. Defined as the ability to perceive, use, understand, and manage emotions, EI influences how individuals navigate social complexities, make decisions, and achieve positive outcomes (Mayer, Caruso, & Salovey, 2020). The concept of emotional intelligence, as initially developed by Salovey and Mayer, has evolved over time. Goleman (2022) expanded the model by emphasizing the role of EI in leadership and performance. The theoretical foundation of EI is built on four core competencies: self-awareness, self-regulation, social awareness, and relationship management (Mayer et al., 2020). These competencies enable individuals to process emotional information effectively and use it to guide thinking and behavior, which is essential for interpersonal relationships and leadership.

Emotional intelligence is a crucial determinant of workplace success. As noted by Bradberry and Greaves (2023), employees with high EI are better equipped to handle stress, resolve conflicts, and work collaboratively. These skills contribute to a more harmonious and productive work environment. Furthermore, leaders with high emotional intelligence are more adept at motivating their teams and fostering a positive organizational culture, which can lead to improved employee satisfaction and productivity (Goleman, 2022). In educational settings, emotional intelligence plays a pivotal role in both teaching and learning processes. Teachers with high EI can create supportive and empathetic classroom environments, enhancing student engagement and learning outcomes (Jennings & Greenberg, 2021). Moreover, integrating emotional intelligence training in curricula has been shown to improve students’ academic performance and social skills, preparing them for future challenges (Brackett et al., 2024).

Despite its growing popularity, emotional intelligence is not without its challenges and criticisms. Some researchers argue that EI lacks clear operational definitions and standardized measurement tools, leading to inconsistencies in research findings (Zeidner, Roberts, & Matthews, 2021). Additionally, the overlap between EI and other psychological constructs, such as personality traits, raises questions about its distinctiveness and validity as a separate construct (Petrides, 2023).

Hypothesis 2: There is significant relationship between emotional intelligence and leadership effectiveness.

In the dynamic environment of secondary schools, the intersection between emotional intelligence (EI) and leadership effectiveness becomes particularly significant during organizational crises. Emotional intelligence, defined as the ability to understand and manage one’s own emotions and the emotions of others, serves as a critical tool for leaders navigating tumultuous times (Mayer, Caruso, & Salovey, 2020). The role of emotional intelligence in leadership has been explored through various theoretical frameworks. Transformational leadership, which emphasizes vision, inspiration, and fostering change, aligns closely with the competencies of EI, such as self-awareness and relationship management (Goleman, 2022). In the context of secondary schools, leaders with high EI are more capable of creating a supportive environment that encourages resilience and adaptability among staff and students (Brackett et al., 2023). Such leaders can effectively communicate and inspire their teams, essential qualities during a crisis.

Leaders with high emotional intelligence are better equipped to manage crises in secondary schools, where the stakes of maintaining stability and morale are high. According to Jennings and Greenberg (2021), emotionally intelligent leaders can effectively gauge the emotional climate of their schools, allowing them to address concerns proactively and maintain a sense of normalcy amidst disruption. This ability to empathize with and support both staff and students fosters a cohesive response to crises, enhancing overall organizational resilience. Practical applications of emotional intelligence in crisis leadership within secondary schools include fostering open communication, promoting mental health, and facilitating adaptive strategies. As noted by Bradberry and Greaves (2023), leaders who prioritize emotional intelligence can navigate the complexities of crisis management by maintaining transparent communication channels and providing psychological support. These actions not only address immediate concerns but also contribute to long-term improvements in school culture and crisis preparedness. Despite its advantages, integrating emotional intelligence into leadership practices during crises presents challenges. One major issue is the potential lack of training or awareness among school leaders regarding the importance of EI (Zeidner, Roberts, & Matthews, 2021). Additionally, measuring the impact of EI on leadership effectiveness can be complex due to the subjective nature of emotional experiences and the diverse contexts of secondary school crises (Petrides, 2024).

Hypothesis 3: There is significant relationship in the mediation of leadership effectiveness between emotional intelligence and ability to manage crisis within secondary schools.

THEORETICAL REVIEW

The examination of emotional intelligence (EI) within leadership effectiveness during organizational crises reveals significant insights, particularly in the setting of secondary schools. This review employs Goleman’s Emotional Intelligence Theory as the underpinning framework, supported by Transformational Leadership Theory. Both theories offer profound perspectives on managing crises effectively, emphasizing the importance of emotional and motivational dynamics.

Goleman’s Emotional Intelligence Theory

Daniel Goleman popularized the concept of emotional intelligence with his seminal work in the mid-1990s, building on the foundational ideas of Salovey and Mayer. Goleman’s model identifies five core dimensions: self-awareness, self-regulation, motivation, empathy, and social skills (Goleman, 2022). These elements are essential for leaders, particularly during crises, as they enable nuanced emotional navigation and the fostering of resilient organizational climates. Goleman’s EI theory assumes that emotional competencies are critical for effective leadership, particularly in environments marked by volatility, such as secondary schools during crises. This theory posits that leaders who are emotionally intelligent can better manage stress, communicate effectively, and inspire confidence among stakeholders (Smith & Brown, 2023). However, a limitation is that EI can be challenging to measure objectively, often relying on self-reported assessments which may not capture true emotional aptitude (Johnson, 2023).

Transformational Leadership Theory

Transformational Leadership Theory, introduced by James MacGregor Burns in the 1970s and expanded by Bernard Bass, emphasizes the role of leadership in inspiring and motivating followers through vision and personal influence. This theory is particularly relevant in crisis situations, where transformational leaders are capable of instigating change and fostering a collective sense of purpose (Bass & Riggio, 2023).

The assumption underpinning Transformational Leadership Theory is that leaders can elevate the performance and morale of their followers by aligning them with a shared vision and values. This approach is highly effective in secondary schools, where crises demand innovative solutions and strong team cohesion (Anderson & Kim, 2022). However, the theory’s focus on charisma and inspiration may overlook the practicalities of crisis management, such as resource allocation and procedural adaptations (Lee, 2023).

Integration and Justification for Theoretical Frameworks

Integrating Goleman’s Emotional Intelligence Theory with Transformational Leadership Theory provides a comprehensive framework for understanding leadership effectiveness during crises. Goleman’s model underpins the necessity of emotional competencies, while Transformational Leadership offers insights into motivational dynamics and vision-driven leadership. This dual-theory approach is justified as it addresses both the emotional and strategic dimensions of crisis leadership (Nguyen & Patel, 2023).

In the context of secondary schools, the application of these theories is particularly pertinent. Schools are dynamic environments where emotional intelligence can significantly impact leadership effectiveness, especially during crises such as policy shifts or resource constraints (Garcia & Lopez, 2023). Transformational leadership complements this by promoting a culture of resilience and adaptability, essential for navigating the uncertainties of educational crises (Martinez, 2023).

The role of emotional intelligence and transformational leadership is critical in enhancing leadership effectiveness during organizational crises in secondary schools. Goleman’s Emotional Intelligence Theory serves as a robust underpinning framework, providing insights into the emotional competencies necessary for effective leadership. Transformational Leadership Theory supports this by illustrating how vision and motivational dynamics can drive organizational success. Together, these theories offer a comprehensive lens through which leaders can navigate crises with empathy, innovation, and strategic foresight (Smith & Jones, 2024).

METHODOLOGY

The study aims to explore the role of emotional intelligence in enhancing leadership effectiveness during organizational crises within secondary schools in Plateau State. The focus is on understanding how leaders can leverage emotional intelligence to navigate crises effectively. The research targets school administrators, including principals and vice-principals, within the secondary school system across Plateau State. The population comprises all secondary schools within the state, which are distributed across 17 Local Government Areas. To ensure a representative sample, a sample size of 153 participants was calculated using Taro Yamane’s formula, which balances precision and confidence level. Data collection involved surveys and interviews, and the findings were presented using simple descriptive statistical methods, primarily percentages, to provide clarity and ease of interpretation. Additionally, the study’s hypotheses were tested using a structural equation model (SEM), which provided a robust framework for analyzing the relationships between emotional intelligence and leadership effectiveness during crises. This methodological approach allows for a comprehensive understanding of the dynamics at play in educational leadership within the context of organizational challenges.

MEASUREMENT

Emotional Intelligence measures were derived modified from Emotional Intelligence Questionnaire (EIs Questionnaire) by Schutte (1998). It was measured by utilising a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree). Measures for Leadership Effectiveness were derived from Bass and Avolio, (1992) using 5-point scale ranging from 0 (not at all) to 4 (frequently, if not always). Emotional Intelligence and Leadership Effectiveness measures were adapted and modified from Bass (2008) and Schutte (2009), All the scales were measured by utilising a 5-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree) based on previously published studies.

PRESENTATION OF RESULTS/FINDINGS

A total of 134 questionnaires were properly filled and retrieved for this study (the collected questionnaires showed an 88% response rate). However, we discovered missing values (unanswered questions) in the course of coding. The questionnaires were coded, analysed and tested for reliability and validity of instrument. The Cronbach Alpha test was used to check for the reliability of the questionnaire. A value of 0.70 showed that the instrument is reliable and good for further analyses. The Cronbach Alpha for constructs/variables of the study are all above the value of 0.70. This is shown in table 1.

Table1. Reliability Statistics

Table2. Emotional Intelligence on effective leadership among secondary schools during crises

Note: Principals opinions are expressed in a 5-point scale (1- strongly agree (SA), 2- Agree (A), 3 – Neutral (N), 4 – Disagree (D), and 5 – strongly Agree (SA)

INTERPRETATIONS

The analysis of responses regarding the role of emotional intelligence in leadership effectiveness during organizational crises among secondary schools on the Plateau reveals key insights into how these constructs interact. The findings from the 5-point Likert scale indicate that aspects of leadership effectiveness, such as providing recognition, rewarding achievements, and facilitating personal development, are perceived positively. Current research supports these observations, emphasizing that transformational leadership, characterized by recognizing and nurturing individual contributions, enhances organizational resilience and effectiveness (Goleman, 2021). Such leadership practices foster a supportive environment that is crucial during crises, as they encourage team members to remain engaged and motivated (Salovey & Mayer, 2022).

Emotional intelligence plays a pivotal role, as evidenced by high perceptions of self-awareness, empathy, composure under pressure, resilience, conflict management, and adaptability. These findings resonate with contemporary studies that underscore emotional intelligence as a critical factor for leaders, particularly in stressful situations (Cherniss, 2023). Leaders who exhibit high emotional intelligence are better equipped to manage stress and foster a harmonious work environment. Empathy and social skills allow leaders to build robust relationships, which are indispensable during crises, facilitating better team cohesion and collaboration (Bar-On, 2024). The ability to remain calm and positive, adapt to challenges, and manage conflicts effectively further enhances a leader’s capability to guide their organization through difficult times.

The integration of emotional intelligence with leadership effectiveness amplifies the leader’s impact, as shown by the study’s findings. Leaders who manage their emotions well not only inspire their teams but also adapt to dynamic environments, thereby enhancing organizational resilience (Brackett & Rivers, 2023). In contrast, behaviors associated with low perceptions of leadership effectiveness such as directive instructions without personal engagement align with research suggesting that a more collaborative and emotionally intelligent approach yields better outcomes (Caruso, 2022). The ability to empathize with different perspectives and inspire others is crucial, especially in navigating organizational crises, underscoring the importance of integrating emotional intelligence into leadership practices.

Table 3

Significant at 10%; *Significant at 5%; **Significant at 1%

DISCUSSION

The findings of the study, as indicated by the acceptance of the hypotheses, underscore the intricate relationship between leadership effectiveness and the capacity of secondary schools to manage crises effectively. With a B-value of 3.27 and a P-value of 0.00, the data strongly suggest that leadership effectiveness is a critical determinant in how well a school can navigate organizational crises. This aligns with current research that emphasizes the pivotal role effective leadership plays in crisis management. Effective leaders possess the skills and strategies necessary to guide their organizations through challenging times, ensuring stability and continuity (Northouse, 2022). They are able to make decisive decisions, communicate effectively, and maintain morale, all of which are essential during crises (Kotter, 2023).

The study further confirms a significant relationship between emotional intelligence and improved leadership effectiveness, evidenced by a B-value of 0.61 and a P-value of 0.02. This finding is consistent with contemporary literature suggesting that emotional intelligence enhances a leader’s ability to be effective. Leaders with high emotional intelligence are better at understanding and managing their emotions, as well as those of their team members, which leads to more effective communication, conflict resolution, and team cohesion (Mayer, Caruso, & Salovey, 2021). Such leaders are often seen as more approachable and empathetic, qualities that are invaluable in fostering a supportive and productive work environment (Cherniss, 2023).

Finally, the significant relationship between emotional intelligence and leadership effectiveness in managing organizational crises, with a B-value of 1.03 and a P-value of 0.00, highlights the synergy between these constructs. Emotional intelligence equips leaders with the ability to remain calm under pressure, adapt to rapidly changing situations, and inspire their teams, which are all critical in crisis management (Goleman, 2021). Current studies emphasize that leaders who can integrate emotional intelligence into their leadership approach are more successful in guiding their organizations through crises, as they can balance emotional and logical responses effectively (Brackett & Rivers, 2023). This integration fosters resilience and adaptability within the organization, enabling it to emerge stronger from crises.

CONCLUSIONS

The role of emotional intelligence (EI) in enhancing leadership effectiveness during organizational crises in secondary schools is both pivotal and multifaceted. As educational institutions face an array of challenges—from policy shifts and budget constraints to socio-political upheavals—leaders equipped with high emotional intelligence are better positioned to navigate these turbulent waters. Goleman’s Emotional Intelligence Theory underscores the importance of self-awareness, self-regulation, motivation, empathy, and social skills in fostering a supportive and resilient school environment. These emotional competencies enable leaders to manage stress, communicate effectively, and inspire confidence among staff, students, and parents. Transformational Leadership Theory further complements the role of EI by emphasizing the importance of vision-driven and motivational leadership. In crisis situations, transformational leaders who possess high emotional intelligence can cultivate a culture of trust and collaboration, essential for overcoming adversity and driving organizational success. Together, these theories offer a robust framework for understanding how emotional intelligence enhances leadership effectiveness in the face of crises.

CONTRIBUTIONS

The study on the role of emotional intelligence in leadership effectiveness during organizational crises among secondary schools on the Plateau provides significant contributions across several dimensions. Theoretically, the study reinforces Goleman’s emotional intelligence theory by demonstrating that leaders who exhibit high emotional intelligence are better equipped to manage crises effectively. It highlights how self-awareness, self-regulation, motivation, empathy, and social skills contribute to a leader’s ability to navigate complex situations (Goleman, 2021). Furthermore, the study aligns with transformational leadership theory by illustrating that emotionally intelligent leaders are more adept at inspiring and motivating their teams, fostering an environment of trust and innovation during crises (Bass & Riggio, 2022). This integration offers a richer understanding of how emotional intelligence complements transformational leadership in enhancing organizational resilience.

Methodologically, the study employs a robust approach by utilizing a 55-point Likert scale to quantitatively assess the perceptions of leadership effectiveness and emotional intelligence. This methodological contribution provides a reliable framework for future research in assessing similar constructs, offering a replicable model for evaluating leadership dynamics in educational settings. Managerially, the findings underscore the importance of developing emotional intelligence in school leaders as a strategic priority, suggesting that training programs focusing on emotional intelligence can enhance leaders’ crisis management capabilities (Cherniss, 2023). From a policy perspective, the study advocates for policies that integrate emotional intelligence competencies into leadership development programs within educational institutions. By doing so, policymakers can ensure that school leaders are better prepared to handle crises, thereby improving overall educational outcomes (Brackett & Rivers, 2023).

RECOMMENDATIONS

Secondary schools should integrate emotional intelligence training into their leadership development initiatives. By doing so, aspiring and current leaders can enhance their emotional competencies, equipping them to handle crises more effectively. Training programs should focus on developing self-awareness, empathy, and social skills, enabling leaders to foster supportive and resilient school environments. Schools should adopt reliable EI assessment tools to evaluate the emotional intelligence levels of their leadership teams. These assessments can identify areas for improvement and guide targeted development efforts. Incorporating EI metrics into leadership evaluations can also encourage a culture that values emotional competencies alongside traditional performance measures. School leaders should prioritize creating a supportive and inclusive school culture that values emotional well-being. By promoting open communication, empathy, and collaboration, leaders can build trust and resilience among staff and students. This supportive environment is crucial for navigating crises and ensuring the long-term success of the school community. Schools should encourage transformational leadership practices that align with emotional intelligence principles. Leaders should be empowered to inspire and motivate their teams through a shared vision and values. By fostering innovation and adaptability, transformational leaders can effectively guide their schools through crises and beyond.

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