Summary:
This paper deals with the role of the emotional intelligence of the School Headmaster /Leader in the management of human resources in Secondary Education. The research focuses on the study of teachers' perceptions of the emotional intelligence skills that the Headmaster/Leader possesses or does not possess. More specifically, it is examined how the Headmaster/Leader manages critical situations/ conflicts and whether it creates a climate of communication. Also it is examined whether the Headmaster/Leader is intrusive or whether he/she gives opportunities and responsibilities to teachers.
The purpose of the research is to be examined whether there is a correlation between the emotional intelligence of Headmaster/Leader and their supportive/interventionist behaviour towards teachers. At the same time, it is being investigated whether or not to delegate certain responsibilities to teachers, in the sense of the division of leadership.
The Sample consists of 406 teachers of secondary education of public lower and upper secondary schools throughout Greece. The methodology chosen was quantitative research using questionnaires. The conclusions of the survey are encouraging. Managers score high on the questions that highlight their emotional intelligence skills, such as self-management, composure, empathy, relationship management, communication. At the same time, there is an attempt on the part of the school headmaster to integrate as much as possible all the teaching staff into the leadership process, despite their centralized system of organisation of the education system.
Keywords:
Emotional Intelligence, School Headmaster /Leader, Teachers’ role in leadership, Secondary Education
