Τσώλη Κωνσταντίνα, Επίκουρη Καθηγήτρια, ΠΤΔΕ, ΕΚΠΑ
The present study dealt with the analysis of the characteristics of emotional intelligence, that is, intelligence that has to do with the recognition and management of both personal emotions and the emotions of others in a successful way, and how they affect the leadership of educational leaders and their subordinate teachers. After analyzing various forms of educational leadership, it appears that transformational leadership, which is driven by participatory management processes combined with emotional intelligence skills, is the most effective. Research confirms that emotional intelligence can be improved through targeted interventions. It has been proven that the greatest influence on the school climate is exerted by the principal and the type of leadership he applies, which, in turn, affects the progress of the students, the mental mood, productivity and satisfaction of the teachers. When the teacher feels job satisfaction he becomes more effective, creative, he feels emotional and social well-being. These emotions affect the teaching practice, the relationship he develops with his students and finally the learning outcomes. The research concluded that the majority of respondents rated that the emotional intelligence of their school leaders is good enough and to a large extent. It has been observed that all the sub-components of principals' emotional intelligence, with the prominence of the school leader's support for teachers and understanding of their emotions, affect teachers' job satisfaction. Teachers appear satisfied with the space, working conditions, service behavior and consider their work worthwhile. They do not appear happy in terms of pay. Compulsory, experiential, lifelong learning in the emotional intelligence skills of school leaders is proposed, in order to have the maximum multiple benefits to teachers, but also to the whole school community.