An analysis of the relationship between teacher leadership and emotional intelligence across selected variables

The main purpose of this study is to explain the relationship between teachers' leadership and emotional intelligence levels among teachers working in public schools located in the central districts of Manisa province. Emotional intelligence and leadership are two essential constructs that directly affect teachers' professional performance and the overall climate of educational institutions. Emotional intelligence is defined as the ability to recognize, understand, and manage one's own emotions as well as the emotions of others. In the teaching context, this ability strengthens teachers' empathy, self-awareness, and communication skills in their interactions with students, colleagues, and administrators. Teacher leadership, on the other hand, refers to teachers' active participation not only in classroom instruction but also in the overall functioning of the school, including decision-making processes and professional development activities. The interaction between these two constructs is considered a critical component in transforming schools into learning organizations. This study was conducted using a quantitative research method based on a correlational survey design. The sample of the study consisted of 357 teachers working in the central districts of Manisa province during the 2024–2025 academic year. Data were collected through a Personal Information Form, the Rotterdam Emotional Intelligence Scale (REIS) adapted into Turkish by Tanrıöğen and Türker (2019), and the Teacher Leadership Scale adapted by Akyürek and Özdemir (2021). Data were analyzed using the SPSS 22.0 statistical software package. Independent samples t-test and one-way ANOVA were applied to examine differences across demographic variables, while the Pearson correlation coefficient was used to determine the relationship between emotional intelligence and teacher leadership scores. According to the findings of the study, teachers' levels of both teacher leadership and emotional intelligence were found to be moderate. A positive, significant, and moderate relationship was identified between teacher leadership and emotional intelligence. Furthermore, teachers' emotional intelligence and leadership levels differed significantly according to gender, length of service at the school, years of experience, subject area and school level. Notably, a strong relationship was observed between the sub-dimensions of "self-assessment of emotions" and "leadership in teaching and professional development." This research contributes significantly to educational policy and practice by revealing the interaction between teachers' emotional intelligence and leadership behaviors. Based on the findings, it is recommended to design in-service training programs aimed at improving teachers' emotional intelligence and leadership skills and to implement practices that foster collaboration and participatory leadership within school culture. In addition, further research using qualitative or mixed-method designs in different regions is suggested.