Purpose This research aims to examine how the dimensions of emotional intelligence (EI) affect transformational leadership (TL) as well as the influence of TL on job performance and satisfaction. Design/methodology/approach We conducted descriptive quantitative research with primary data from a cross-sectional study. We applied an online survey with 220 teachers from basic education schools. The data were analyzed through structural equation modeling procedures. Findings Our results indicated a direct relationship between the dimensions of EI and TL and, indirectly, to job performance and satisfaction, revealing that the emotions of other individuals, the use of emotions and the regulation of emotions have a positive impact on TL and, thus, interfere with the performance and job satisfaction of the school leader. Originality/value This study contributes to the advancement of knowledge in the field of leadership and educational institutions management, fostering a more productive school environment with greater well-being at work. In addition, it promotes the development of emotional control among both leaders and subordinates, influencing the execution of activities and the organizational climate and, consequently, opens space for broader discussions, aiming to achieve effective leadership.
Juliana Borghi Neppel (Mon,) studied this question.
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