The relationship between primary schools administrators leadership styles and emotional intelligence

Differences in concepts of intelligence and leadership are seen throughout the twentieth century to the present.The observation of change between emotional intelligence and leadership are continuously being investigated.As we all know,educational institutions are human-centered areas.Because of that,school administrators` emotional intelligence and leadership styles are most important.School administrators must develop emotional empathy and manage personal emotions appropriately while obtaining other fundamental management skills.In addition,an effective leadershould beable to provide answers totheiremployees` needs and expectations,adapt to the changing conditions,and eliminate negative situations.However, in education institutes, a school administrators` emotional intelligence is just as important as their leadership qualities.One who has high emotional intelligence is claimed to have more effective leadership behaviors.In this sense, a school administrator with high emotional intelligence will find solutions to problems faced by the institution, shares common thoughts with others, creates a harmonious working environment, and is overall very important.The study population is basedoff of a 2011-2012 Academic Year of Istanbul Province who is working for KARTAL County Public and Private Schools administrators (principals and assistant principals), and 89 administrator ( 23 female , 66 males ) whowereselected by random sample of public and private primary schools in the town of KARTAL.Leadership styles ofadministratorsforresearch to determine the level of Bass (1985)aredeveloped by the Multifactor Leadership Questionnaire (MLQ), in order to determine the level of emotional intelligence, BarOn (1997) developed by Bar-On Emotional Quotient Inventory.The relationship between emotional intelligence and leadership styles of administratorsin primary schools of various independent variables (gender, age, seniority, managerial seniority, education, industry) are reviewed in terms of the relational scanning model viof the research model.Applied to the scales obtained from the SPSS for Windows 18.0 statistical package programwasanalyzed.As a result of their leadership styles of administrators in the research, analysis, gender, age, managerial seniority, seniority, education, and industry has created a significant difference in terms of the variable.Variable levels of emotional intelligence of administrators in terms of age and professional seniority did not make a significant difference. But between Baron Emotional Intelligence sub-dimension and Educational level management of seniority, gender, branch variablewasfoundto makesignificant differences.Regarding the relationship between emotional intelligence scale and the scale of leadership styles, sub-dimensions of transformational and transactional leadership with the Baron emotional intelligence scale personal skills, interpersonal skills, and the general mood situation was a positive relationship between the total scores of sizes.On the other hand , between multifactor leadership questionnaire transactional leadership and Baron emotional intelligence`s stress management dimension total scores, positive relationshipswere determined.KEYWORDS: emotional intelligence, leadership skills, primary school, administrator, intelligence.