Emotional Intelligence in School Leadership and Teachers’ Perception of Its Effect on Their Efficacy

Teacher attrition is a significant issue within the field of education, especially in urban districts with high economic needs. Consequently, this is a major problem in Title-I schools because they serve large numbers of low-income students, often experiencing higher teacher turnover than non-Title-I schools. Additionally, studies show that charter schools experience higher turnover than traditional public schools. This research explored the relationship between emotional intelligence, school leadership, and teachers’ perceptions of their efficacy in one Texas charter school. Emotional intelligence is framed as a set of skills that includes self-awareness, social awareness, self-management, and relationship management. This study sought to determine how principals’ emotional intelligence impacts teachers’ self-efficacy. Methodologically, the research followed the case study design that integrated qualitative data from semistructured interviews with quantitative data from end-of-year feedback surveys. The results indicated that principals’ self-awareness and social awareness enhanced teachers’ self-efficacy by fostering a supportive and understanding school environment. The self-management skills of principals have contributed to reduced stress levels among teachers, further enhancing their efficacy. Relationship management was found to be the most influential component, as it directly affected the teachers’ motivation and collaboration. The study concluded that emotional intelligence in school leaders is pivotal in improving teacher efficacy, which can lead to better retention rates and overall school performance.