Emotional intelligence in school leadership teams: Descriptive analysis by gender and leadership role in public schools in Valparaíso, Chile
DOI:
https://doi.org/10.15517/h6fvzf06Keywords:
Emotional Intelligence, Educational Leadership, Emotion Management, Educational Coexistence, Mental HealthAbstract
Emotional Intelligence (EI) has become established as a key competency for educational leadership, especially in school contexts characterized by high emotional and organizational demands. This study aimed to analyze the distribution of responses across the four dimensions of Emotional Intelligence, measured using the Rotterdam Emotional Intelligence Scale (REIS), considering the variables of gender and leadership role among professionals who are part of school leadership teams in the Valparaíso district of Chile. A descriptive quantitative approach was used, with a cross-sectional design and analysis of descriptive statistics and absolute and relative frequencies. The results show a high concentration of responses at the "agree" and "strongly agree" levels across all dimensions of EI, as well as differentiated trends in the distribution of responses according to gender and leadership role. The results highlight the ability of leaders to calm and improve the mood of others, suggesting a positive impact on school climate and mental health. These findings provide relevant background for understanding educational leadership from a socio-emotional perspective and for designing training and support strategies aimed at school management teams.
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