Impact of Emotional Intelligence and School Climate on the Instructional Leadership Effectiveness of Public Secondary School Educator

Abstract

This study investigates how emotional intelligence (EI) and school climate (SC) influence the instructional leadership (IL) effectiveness of public secondary school educators in Punjab, Pakistan. Drawing on Goleman’s Emotional Intelligence Model (1998) and Hallinger’s Instructional Leadership Framework (2003), the study adopts a correlational research design to assess both direct and comparative effects. A multistage sample of 120 head teachers (60 male and 60 female) and 480 teachers from 12 districts was selected through stratified random sampling. Data were collected using validated questionnaires measuring emotional intelligence, school climate, and instructional leadership practices. Statistical analyses using Pearson’s correlation and multiple regressions revealed that both emotional intelligence and school climate had strong positive correlations with instructional leadership effectiveness. Regression coefficients indicated that emotional intelligence significantly predicted instructional leadership, jointly explaining of the variance. Findings affirm that emotionally intelligent educators working in supportive school climates exhibit superior instructional leadership behaviors, fostering teacher collaboration, motivation, and academic performance. The study recommends integrating EI and climate-building modules into professional development programs for educational leaders to strengthen leadership capacity across public schools in Pakistan.