Abstract

The aim of this study is to investigate the relationship between emotional intelligence (EI) and transformational leadership (TL) style in public schools in Amman, Jordan. A sample consisting of 250 teachers was randomly selected to collect data on their managers’ EI competencies, which are self-awareness (SEA), self-management (SEM), social awareness (SOA), and relationship management (REM), and their TL behaviours using a questionnaire developed based on the literature for the purpose of the current study. All the questionnaires were returned completed and valid for statistical analysis. Four hypotheses were put forward by the study, in which EI was postulated to exert an impact on four dimensions of TL style, namely idealized influence (IDI), inspirational motivation (INM), intellectual stimulation (INS), and individualized consideration (INC). The study deduced a significant and positive effect of EI on all the dimensions of TL. A key contribution of this study is the finding that leaders need not only competencies to transform their subordinates but also a sense of emotional intelligence. Following these results, the implications of the study were derived. One of the most important recommendations indicated that managers have to be trained to acquire emotional intelligence skills.

This work is licensed under a Creative Commons Attribution 4.0 License.