EMOTIONAL INTELLIGENCE AS A PREDICTOR OF EFFECTIVE AND TRANSFORMATIVE SCHOOL LEADERSHIP: Evidence from Azerbaijani Educators

This study examines the role of Emotional Intelligence (EI) in shaping effective and transformative school leadership within the Azerbaijani educational context. Drawing on a mixed-methods design supported by quantitative Likert-scale measures and qualitative open-ended responses from 89 participants, the research investigates how core EI competencies—including self-awareness, self-regulation, motivation, empathy, and social skills—predict leaders’ capacity to foster positive school climates, enhance staff motivation, and support student success. Quantitative results demonstrate consistently elevated levels of EI across respondents, with mean scores indicating strong emotional awareness, effective decision-making, and constructive conflict management. Correlational patterns further suggest that EI competencies are strongly associated with school climate perceptions, leadership satisfaction, and interpersonal effectiveness. Complementing these findings, thematic analysis of qualitative data reveals that emotionally intelligent leadership is perceived as essential for building trust, strengthening communication, and creating inclusive environments that promote collaboration and professional growth. Participants emphasized that EI enables leaders to remain calm under pressure, understand diverse emotional needs, and address challenges with empathy and fairness. Reported obstacles—such as managing others’ emotions, balancing empathy with authority, and navigating stressful or unpredictable situations—highlight the complex emotional demands placed on school leaders. Overall, the study provides compelling evidence that EI significantly enhances leadership effectiveness and is a critical determinant of a healthy, high-functioning school ecosystem. By demonstrating that emotionally intelligent leadership improves relationships, supports academic performance, and fosters organizational well-being, this research underscores the necessity of integrating EI-focused professional development into leadership preparation programs. The findings contribute to global scholarship advocating for emotionally grounded, human-centered approaches to educational leadership and offer context-specific insights for advancing leadership quality in Azerbaijan.