The positive association between effective leadership and emotional intelligence reported in the research has implications for school leaders in different stages of development. Pre-service school leaders should be assessed for emotional intelligence skills and their university preparation programs should include training to further develop their skills through problembased learning. Practicing school leaders should use emotional intelligence skills to assess and manage their own emotional responses as well as the emotions of staff members as they engage in collaboration through professional learning communities. Finally, school districts should provide in-service professional development for practicing school leaders on how to use emotional intelligence to effectively lead collaborative efforts in schools.
As school leaders seek to transform schools, they should consider emotional intelligence to be among the factors that influence the success of these transformations (Moore, 2009a). Change does indeed provoke emotions and frequently not ones that are considered pleasant. Effective leaders understand that emotional intelligence can be developed (Goleman, 1995; Moore, 2009a). School leaders can implement these skills to create successful professional learning communities in which stakeholders share ownership and collaborate to achieve.
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