Emotional intelligence and school leaders: Evidence from Abu Dhabi

This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emot...

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Bibliographic Details
Published in:Educational management, administration & leadership administration & leadership, 2021-05, Vol.49 (3), p.493-517
Main Authors: Blaik Hourani, Rida, Litz, David, Parkman, Scott
Format: Article
Language:English
Subjects:
Administrator Attitudes
Barriers
Data Analysis
Educational administration
Educational leadership
Elementary Secondary Education
Emotional Intelligence
Emotional Response
Empathy
Foreign Countries
Interpersonal Competence
Leadership Qualities
Leadership Responsibility
Motivation
Public Schools
Research Methodology
Self Concept
Self Control
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Summary:This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emotions; (c) motivation; (d) empathy; and (e) social skills. Furthermore, the study focused on how school leaders and managers utilise their emotional intelligence attributes professionally. For the purpose of this study, a qualitative research methodology was employed, which involved the use of interactive and participatory data collection in the form of semi-structured interviews with various categories of school leaders and managers. Furthermore, thematic data analysis was conducted, in order to reveal Abu Dhabi school leaders’ exhibition and utilisation of emotional intelligence attributes within their professional roles and responsibilities. While the study was limited to school leaders and managers in Abu Dhabi, in the United Arab Emirates, the findings implied the need for school leaders and managers to develop and nurture their professional emotional intelligence attributes, as many job-embedded constraints and challenges require the demonstration of essential emotional intelligence skills and traits. Hence, professional learning opportunities within the perspective of emotional intelligence need to be considered and developed to enable, facilitate and enhance school changes.
ISSN:1741-1432
1741-1440
DOI:10.1177/1741143220913552