Emotional Intelligence as a Predictor of Instructional Leadership Effectiveness among Public Secondary School Head Teachers

Abstract

The effectiveness of instructional leadership in schools is increasingly understood through the lens of emotional intelligence (EI), which encompasses self-awareness, empathy, self-regulation, motivation, and social skills. This study investigated the predictive relationship between emotional intelligence and instructional leadership effectiveness among public secondary school head teachers in Punjab, Pakistan. A quantitative correlational research design was employed with a sample of 120 head teachers (60 male and 60 female) selected through stratified random sampling. Standardized scales based on Goleman’s Emotional Intelligence Model and Hallinger’s Instructional Leadership Framework were used for data collection. Results revealed a strong positive correlation between emotional intelligence and instructional leadership (r = 0.68, p < 0.01). Regression analysis confirmed that emotional intelligence significantly predicted instructional leadership effectiveness (β = 0.57, p < 0.001). Findings suggest that emotionally intelligent school leaders are more capable of fostering collaborative climates, motivating teachers, and enhancing school performance. The study recommends integrating emotional intelligence development into leadership preparation programs for head teachers to improve instructional quality in Pakistani schools.

Keywords: Emotional Intelligence, Instructional Leadership, Educational Management, Head Teachers, Public Secondary Schools, Pakistan