Why emotional intelligence is non-negotiable in school leadership

Strong leadership in schools has long been associated with instructional excellence, strategic thinking, and the ability to drive improvement. But in today’s increasingly complex educational environments, one attribute stands out as non-negotiable: emotional intelligence.

The demands on school leaders go far beyond academic performance. Leaders are now expected to navigate mental health challenges, mediate staff conflicts, guide families through crises, and create psychologically safe environments for both students and staff. Without emotional intelligence, even the most experienced leaders can struggle to meet these challenges effectively.

What is emotional intelligence, and why does it matter?

Emotional intelligence (EI) refers to the ability to understand, manage, and express one’s own emotions while being attuned to the emotions of others. Psychologist Daniel Goleman identifies five key components: self-awareness, self-regulation, motivation, empathy, and social skill1.

While technical and administrative skills remain important, research suggests that EI is what differentiates great leaders from average ones. A 2017 meta-analysis published in Educational Management Administration & Leadership found a strong correlation between school leaders’ emotional intelligence and organisational outcomes, including staff satisfaction, retention, and school climate2.

The emotional demands of school leadership

Leadership in schools requires a high level of emotional labour. According to research by Mahfouz (2018), principals are “constantly navigating emotionally charged interactions with parents, staff, and students,” and without adequate emotional regulation, the stress can lead to burnout, decision fatigue, or reactive behaviour3. Leaders who are emotionally self-aware are more likely to make thoughtful decisions and model calm under pressure.

The capacity to empathise and build trust is also critical. A 2021 study in The Australian Educational Leader journal showed that principals who cultivate trust and emotional connection with their staff lead schools with higher teacher engagement and more collaborative cultures4. In contrast, leaders perceived as emotionally disconnected or unpredictable risk eroding morale and increasing turnover.

Conflict, performance, and difficult conversations

One of the most difficult but necessary tasks for school leaders is holding staff accountable while preserving relationships. Whether the issue is underperformance, misconduct, or cultural conflict, emotionally intelligent leaders are better equipped to deliver feedback with clarity and care.

In emotionally charged conversations, a leader who can self-regulate and respond without defensiveness is more likely to de-escalate the situation and keep the focus on solutions. Emotional intelligence does not mean avoiding conflict; it means handling it in a way that respects the dignity of all involved. This has a direct impact on culture and psychological safety.

As Harvard’s Amy Edmondson points out, “psychological safety is not about being nice. It’s about candour, about making it possible for people to speak up”5. Leaders who create emotionally safe environments unlock openness, learning, and innovation.

EI and student outcomes

The influence of emotionally intelligent leadership does not stop with staff. A study by Leithwood and Sun (2012) demonstrated that school leaders indirectly affect student achievement through their impact on school culture, teacher commitment, and instructional quality6. Put simply, emotionally intelligent leaders create the conditions for teachers to thrive, and thriving teachers create better outcomes for students.

Moreover, with the growing focus on student wellbeing, leaders must be able to model and champion emotional literacy. This includes recognising trauma-informed practice, addressing anxiety and disengagement, and supporting students in crisis. A leader who lacks emotional insight may find themselves unprepared to meet these expectations.

Emotional intelligence is not optional

Given the emotional complexity of school leadership today, emotional intelligence can no longer be seen as a “nice to have.” It is a core capability. It influences every aspect of a leader’s role, from building trust and managing conflict to guiding cultural change and responding to crisis.

Professional development in emotional regulation, difficult conversations, and relational leadership is essential. But just as important is the leader’s personal commitment to self-reflection and emotional growth. Emotional intelligence is not a fixed trait; it is a skill that can be developed with intentional effort.

In a time when schools are stretched, communities are anxious, and education is under constant scrutiny, emotionally intelligent leadership is not just preferable; it is foundational.

References

1. Goleman, D. (1998). Working with Emotional Intelligence. Bantam Books.

2. Mérida-López, S., Extremera, N., & Rey, L. (2017). “Emotion-regulation ability, role stress and teachers’ mental health.” Educational Management Administration & Leadership, 45(6), 891–907.

3. Mahfouz, J. (2018). “School leaders’ emotional experiences and capabilities: A leadership framework for supporting emotion regulation.” International Journal of Leadership in Education, 21(4), 456–472.

4. Dinham, S., & Rowe, K. (2021). “Leadership that makes a difference.” The Australian Educational Leader, 43(1), 14–20.

5. Edmondson, A. (2019). The Fearless Organization: Creating Psychological Safety in the Workplace for Learning, Innovation, and Growth. Wiley.

6. Leithwood, K., & Sun, J. (2012). “The nature and effects of transformational school leadership.”

   Educational Administration Quarterly, 48(3), 387–423.