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This research investigates the critical role of emotional intelligence (EI) in shaping educational leadership effectiveness and its impact on school climate. EI, comprising self-awareness, self-regulation, motivation, empathy, and social skills, is increasingly recognized as pivotal in fostering positive educational environments. This study employs a quantitative research design, utilizing surveys as the primary instrument to gather data from a sample size of 289 educational leaders across diverse school settings. The research explores how EI influences decision-making processes, interpersonal dynamics, and overall organizational climate within schools. Surveys are structured to assess participants' EI competencies, perceptions of school climate, and their leadership practices. Statistical analyses, including correlation and regression techniques, are employed to examine the relationships between EI competencies and various indicators of school climate such as teacher satisfaction, student engagement, and academic performance. Findings from this study aim to illuminate the extent to which EI contributes to effective leadership practices and positive school climates. The results will provide empirical evidence supporting the integration of EI development into leadership training programs, emphasizing its role in enhancing organizational resilience, fostering inclusive cultures, and promoting collaborative decision-making. Insights garnered from this research are expected to inform educational policy and practice, advocating for the prioritization of EI competencies among current and aspiring educational leaders to optimize learning environments and promote holistic student development.
Chaudhary et al. (Sun,) studied this question.