Transforming Education Through Emotional Intelligence: The Impact Of Principals' Instructional Leadership On Teachers' Instructional Strategy

Abstract

School principals face a variety of challenges that can affect not only their emotional well-being but also their subordinates, especially teachers. The aim of this study was to investigate the relationship between a principal's emotional intelligence and the instructional strategies used by teachers, with a significant mediating role played by the principal's instructional leadership. The study included 207 teachers from six private secondary schools in Karachi, who were assessed using three different tools: Wong's Emotional Intelligence Scale (WEIS) for emotional intelligence, the Principal Instructional Management Rating Scale (PIMRS) for instructional leadership, and the Instructional Strategy Scale (ISS) for teachers' instructional strategies. The data was analyzed using SPSS 26 and Smart PLS 3. The results showed a strong correlation between a principal's emotional intelligence and the instructional strategies used by teachers, which was significantly influenced by the principal's instructional leadership. These findings highlight the importance of principals having emotional intelligence to enhance their instructional leadership skills and develop teachers' teaching strategies, ultimately creating a conducive teaching and learning environment in their schools.