By Catherine Daly
This article synthesises the rationale, methodology, findings, implications, and reflections arising from the study on the role of emotions in Irish post-primary school leadership. Drawing together empirical evidence and lived experiences of senior school leaders, the chapter situates emotional intelligence (EI) as a central and indispensable component of effective educational leadership. It highlights how emotions shape leadership outcomes, influence organisational culture, and interact with leadership styles- particularly transformational leadership- while also acknowledging the methodological limitations of the research and outlining directions for policy, practice, and future study.
Research Rationale and Approach
The overarching aim of the study was to develop a deeper understanding of how emotions are perceived, experienced, and managed by senior leaders in Irish post-primary schools. The research responded to a recognised gap in the literature, particularly the limited exploration of emotional intelligence and emotional leadership (EL) within an Irish educational context. While international studies have consistently demonstrated strong links between EI and leadership effectiveness, comparatively little empirical work has examined these dynamics from the perspective of Irish school leaders.
A qualitative, interpretive research design was employed to capture the complexity and subjectivity of emotional experiences in leadership. This approach was grounded in constructivist and interpretivist paradigms, recognising that leadership is socially situated and that meaning is constructed through individual experience (Robson, 2011). Semi-structured interviews were selected as the primary data collection method, enabling participants to articulate their perspectives freely while allowing the researcher to probe emerging themes in depth. This methodology facilitated rich, contextualised insights into how leaders understand and navigate emotions within their professional roles.
Research Inquiry and Questions
The central research inquiry examined the role of emotions in shaping leadership practices and outcomes in Irish post-primary schools. Two primary research questions guided the study:
- What are school leaders’ perspectives on emotional intelligence in leadership?
- What role do emotions play in shaping leadership outcomes?
To support this inquiry, several secondary research objectives were addressed. These included examining the influence of positive and negative emotions on leadership outcomes, exploring gender-related dimensions of emotional leadership, analysing the relationship between EI and transformational leadership, identifying challenges associated with integrating emotions into leadership theory and practice, and establishing a foundation for future research in this evolving field.
Key Findings and Interpretation
Analysis of the interview data revealed four interrelated themes: emotional intelligence, emotional leadership, emotion management, and leadership style. Across all themes, participants demonstrated a strong awareness of the centrality of emotions in their leadership practice.
Emotional Intelligence and Leadership Effectiveness
School leaders displayed a sophisticated understanding of EI and its core components, including self-awareness, self-regulation, empathy, and relationship management. Many participants articulated an ability to reflect critically on their own emotional responses and acknowledged the importance of understanding the emotions of others. Empathy emerged as a particularly salient element, with leaders emphasising the need to recognise colleagues’ personal and professional circumstances in order to support them effectively.
The findings reinforce existing literature which identifies EI as a predictor of leadership effectiveness (Goleman, 2007; Wang, 2021). Participants consistently linked their emotional awareness to improved decision-making, stronger interpersonal relationships, and enhanced staff motivation. Leaders with higher perceived EI were more likely to describe inclusive, collaborative leadership practices and to prioritise trust-building within their school communities.
Positive and Negative Emotions in Leadership Outcomes
The study highlighted that both positive and negative emotions play a critical role in shaping leadership outcomes. Participants demonstrated an acute awareness of how emotions such as frustration, anxiety, pride, and fulfilment influence their interactions with staff and students. Rather than viewing negative emotions as inherently detrimental, many leaders recognised them as valuable sources of information, provided they were managed constructively.
Emotion management was therefore identified as a foundational leadership skill. Leaders emphasised the importance of regulating emotional expression, particularly in challenging situations, to maintain professionalism and stability within the school environment. This aligns with theories of emotional labour in leadership, which suggest that effective leaders must balance authenticity with emotional regulation (Fotuhi, Figueira, & Chatterjee, 2012).
Authenticity, Experience, and Emotional Development
Authenticity emerged as a complex and sometimes contested concept within the findings. While leaders valued being “true to oneself,” many acknowledged the difficulty of reconciling authentic emotional expression with the expectations of the leadership role. The findings suggest that authenticity in leadership does not equate to unfiltered emotional expression but rather to acting in accordance with one’s values while exercising emotional judgement.
Age and experience were frequently discussed in relation to emotional development. Participants generally agreed that emotional intelligence improves over time; however, they attributed this growth more to accumulated experience than to chronological age. Exposure to diverse leadership challenges, opportunities for reflection, and engagement in professional learning were identified as key contributors to enhanced EI. This supports arguments in the literature that EI can be developed through targeted training and reflective practice rather than being a fixed trait.
Leadership Style, Gender, and Transformational Leadership
Leadership style was a central factor in how emotions were enacted and interpreted. The majority of participants identified strongly with elements of transformational leadership, including inspiring others, fostering a shared vision, and promoting professional growth. The prevalence of transformational practices among participants aligns with previous research demonstrating a strong association between high EI and transformational leadership (Cavazotte, Moreno, & Hickmann, 2012; Wang, 2021).
Gender-related issues also surfaced in discussions, although to varying degrees. Some leaders acknowledged the persistence of gender stereotypes regarding emotional expression, noting that emotional behaviours may be interpreted differently depending on the leader’s gender. While the study did not seek to compare male and female leaders directly, the findings indicate a need for further exploration of how gender norms intersect with emotional leadership in educational settings.
Recommendations for Policy, Practice, and Research
Drawing on the findings, the study offers a series of recommendations aimed at strengthening the integration of emotional intelligence within school leadership structures.
At policy level, it is recommended that the Department of Education consider the inclusion of a standalone EI module within leadership development programmes for both newly appointed and established school leaders. Integrating EI into leadership frameworks, including interview marking schemes and promotion criteria, would signal its importance as a core leadership competency.
At school level, Boards of Management, principals, and teachers are encouraged to prioritise professional development focused on emotions and emotion management. This may include continuous professional development (CPD) courses on EI for teachers, whole-staff training sessions during Croke Park hours, and targeted training for Board members, particularly in relation to recruitment and interview processes.
For future research, the study identifies several areas requiring further investigation. These include a more detailed examination of gender and emotional leadership, the effectiveness of mentoring and coaching programmes in developing EI among school leaders, and the relationship between transformational leadership and emotional intelligence across different leadership roles, including assistant principals, deputy principals, and principals.
Limitations and Methodological Reflections
The study acknowledges several limitations that must be considered when interpreting the findings. The small sample size of ten school leaders limits the generalisability of the results and increases the potential for sampling bias (Creswell, 2013; Patton, 2015). The reliance on self-reported data also introduces the possibility of recall bias and socially desirable responses (Creswell, 2009).
The qualitative nature of semi-structured interviews means that the depth and focus of responses varied between participants, potentially leading to uneven coverage of certain themes (Silverman, 2016). Additionally, the study was geographically concentrated in the southern region of Ireland, which may not reflect the experiences of leaders in other regions or contexts, including variations between DEIS and non-DEIS schools.
The researcher also recognised the challenges inherent in small-scale qualitative research, including dependence on participant availability and the potential influence of the researcher’s presence during interviews (Bell, 2010). While efforts were made to maintain rigour and reflexivity, these factors remain important considerations for future studies.
Implications of the Findings
Despite these limitations, the findings have significant implications for educational leadership. The study demonstrates that leaders of all genders benefit from a deep understanding of EI components and that such understanding enhances transformational leadership practices. Leaders with high EI are better positioned to inspire staff, foster positive school cultures, and navigate the emotional complexity of educational environments (Wang, 2021).
The research also underscores the importance of mentoring, coaching, and structured EI training as mechanisms for leadership development. By embedding emotional intelligence within leadership preparation and professional learning, educational systems can better support leaders in managing both personal and organisational challenges.
Overall Conclusion
In conclusion, this study provides compelling evidence that emotions are central to effective leadership in Irish post-primary schools. The findings align closely with existing literature, confirming that emotionally intelligent leaders are more self-aware, empathetic, and reflective, and are better equipped to motivate and support their teams (Garcia Godall, 2019; Goleman, 2007). The research highlights the necessity of fostering inclusive environments where leaders can manage emotions authentically while maintaining professional responsibility.
By foregrounding the voices of school leaders, the study contributes a valuable Irish perspective to the international discourse on emotional intelligence and leadership. It reinforces the view that EI is not a peripheral attribute but a core leadership capability- one that distinguishes effective leaders and underpins sustainable school improvement. As Vijayan (2024) suggests, emotional intelligence is a defining leadership capacity of the twenty-first century, while Sinek (2014) reminds us that leadership begins with caring for others. This study affirms that such care is fundamentally emotional in nature and must be recognised, developed, and supported within educational leadership policy and practice.
People can read more about the study and its findings here: https://doi.org/10.5281/zenodo.17990691