We know that without emotion there is no learning , but what role do emotions play in educational leadership?
Although the concept of emotional intelligence began to be researched in the 1990s by authors such as Peter Salovey and Daniel Goleman , its application in education has gained momentum in the last decade. What once seemed “soft” or accessory is now revealed as the foundation for leading healthy, resilient, and engaged school communities .
In an increasingly complex school environment, pedagogical leadership cannot be limited to technical management. It requires emotion, humanity, and awareness. But how can we apply emotional intelligence to educational leadership?
Managing emotions to build trust
An educational leader not only organizes schedules and makes decisions: he or she is the primary regulator of the school’s emotional climate . Their response to stress, conflict, or change becomes a role model for the entire team.
A principal who, after a tense inspection, avoids conveying his or her displeasure to the faculty and instead offers a calm message and a clear plan is exercising emotionally intelligent leadership. His or her poise conveys confidence and prevents negative emotional contagion.
Similarly, emotional consistency —feeling, saying, and doing in the same way—reinforces leadership legitimacy. When the team perceives their leader as authentic and calm, trust increases .
Emotional control isn’t coldness, it’s maturity. Good emotional management prevents professional burnout, both for yourself and your team.
Recognizing which emotions help… and which ones block
There are no good or bad emotions , but there are emotions that, if not managed properly, can hinder leadership.
What emotions strengthen the role of a leader? Empathy, which allows us to understand, connect, and respond with humanity. Enthusiasm, to instill energy and boost team motivation. And gratitude, to strengthen relationships and mutual recognition.
On the contrary, unmanaged fear blocks initiative and paralyzes decision-making. Uncontrolled anger, which deteriorates the climate and authority, and constant frustration, which generates negative and reactive leadership, can also be an obstacle.
The key isn’t to avoid feeling, but to become aware of the emotion, understand its cause, and channel it appropriately. All emotions are valid; what matters is how they are regulated and expressed.
Practical tools for leading with emotional intelligence
Emotional intelligence is not a mystical skill. It can be learned, trained, and cultivated. It involves three phases that allow us to understand, regulate, and express emotions consciously and effectively. These are some of the tools available to any educational leader:
For greater self-awareness, we can keep an “emotional diary” in which we record emotions felt in key situations and identify patterns. We can also request 360-degree feedback : ask the team how they perceive our leadership style and the emotional impact it has on others. Finally, we can practice reflective supervision by speaking with a mentor or trusted colleague to discuss difficult emotional experiences.
To better regulate our emotions, some strategies include conscious pausing (taking three breaths before responding or counting to ten allows us to think clearly); and breathing and relaxation exercises, which are useful for reducing physiological arousal.
Finally, we can resort to “cognitive reframing”: changing “this is an attack” to “maybe there is a need behind it.”
Regarding improving our ability to express emotions, it’s important to work on assertiveness and expressing what we feel without attacking or being silent. We can organize emotional dialogue circles with the faculty, meetings where emotions are discussed without hierarchies or judgments. This requires active listening, respecting speaking time, not interrupting, not passing judgment, and ensuring confidentiality.
Ultimately, an emotionally intelligent leader doesn’t repress, they regulate. Leading a school isn’t just about managing an institution; it’s about emotionally supporting a community that teaches, learns, makes mistakes, and grows. Pedagogical leadership requires firmness, but also empathy. It requires strategy, but also sensitivity.
Because in school, as in life, the best leader is not the one who gives the most orders, but the one who connects the best.
Author Bios: Fernando Díez Ruiz is Professor, Faculty of Education and Sport and Elena Quevedo is a Lecturer & Researcher. Faculty of Psychology and Education. Educational Innovation Unit (Responsible Teacher Training) both at the University of Deusto
Tags: Emotions
