Saved in:
| Main Author: | |
|---|---|
| Format: | Recurso digital |
| Language: | |
| Published: |
Zenodo
2025
|
| Online Access: | https://doi.org/10.5281/zenodo.18071396 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Table of Contents:
- <p>Emotional intelligence (EI) is increasingly recognised as a key factor influencing leadership effectiveness, particularly in educational environments where interpersonal interaction, collaboration, and emotional regulation play a central role. Despite extensive international research on EI, its role in leadership development within Kazakhstan’s educational context remains underexplored. This study examines how emotional intelligence influences the tendency to occupy leadership positions in educational settings and identifies factors that facilitate the natural development of EI.</p> <p>A mixed-methods approach was employed, combining quantitative survey data with qualitative semi-structured interviews. Surveys assessed participants’ self-reported emotional awareness, teamwork, organisational skills, and responsibility, while interviews with educational specialists provided in-depth insights into emotional development and leadership formation. The findings indicate a positive relationship between high levels of emotional intelligence and leadership tendencies. A majority of participants demonstrated strong emotional self-awareness (71%) and collaborative orientation (43%), both of which were closely associated with leadership potential. At the same time, lower levels of organisational skills and accountability among some respondents suggest that emotional intelligence alone is insufficient for effective leadership without complementary practical competencies.</p> <p>Qualitative results highlight the importance of early emotional development, supportive social environments, mentorship, and experiential learning as key contributors to the natural growth of emotional intelligence. The study concludes that while EI significantly enhances leadership propensity in educational contexts, its development is most effective when integrated into real-life interactions rather than formal training alone. These findings offer practical implications for educational policy and leadership development in Kazakhstan by emphasising the need for holistic, experience-based approaches to cultivating emotionally intelligent leaders. </p>