How Can School Leaders' Emotional Intelligence Transform Classrooms and Students?

In recent years, emotional intelligence (EI) has become a key skill for school leaders. A systematic review of 28 studies, published in *Education Sciences*, examined how leaders' emotional competencies affect teachers and pupils across various countries. The findings highlight three core abilities – self‑awareness, empathy and relationship management – as the most decisive. Principals with high EI help teachers reframe their emotions, improve instruction and boost collective confidence. This creates a more positive school climate, enhancing teacher well‑being and, indirectly, student learning outcomes. However, EI’s impact varies with cultural context: what works in a North American school may not have the same effect in Asian or African settings. Moreover, existing EI assessment tools show limitations when applied across cultures. The authors therefore suggest developing culturally responsive EI frameworks and measurement tools to train school leaders capable of managing emotions effectively everywhere. In practice, an emotionally intelligent leader can act as a “catalyst” for a more collaborative school, where teachers and students grow together.

The systematic review adhered to PRISMA guidelines, incorporating studies published between 2011 and 2024 and assessing methodological quality using the JBI checklist. EI competencies were operationalized with scales such as the MSCEIT (Mayer‑Salovey‑Caruso Emotional Intelligence Test) and the EQ-i (Emotional Quotient Inventory), although the authors note cross‑cultural validity issues. Meta‑regression analysis revealed that leaders' self‑awareness accounts for 22 % of the variance in teachers' perceived collective efficacy, while empathy contributes to an 18 % reduction in teachers' perceived stress. Mediation models showed that school climate acts as a bridge between leaders' EI and student academic outcomes, with an average indirect effect of d = 0.31. However, heterogeneity (I² = 68 %) indicates substantial differences across cultural contexts. In Asia, for instance, hierarchical dimensions affect the expression of empathy, diminishing its impact on teacher motivation. The authors therefore propose a “culturally adaptive” EI model that integrates power distance, collectivism, and performance orientation, recommending multilingual assessment tools and training programs that include intercultural role‑plays and 360° feedback. This approach could enhance result transferability and support more inclusive global education policies.