The purpose of this systematic review is to explore the literature on emotional intelligence related to school leadership using Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) guidelines. The authors searched the electronic databases of Eric education, PsycINFO, Scopus, and Psychology Database to find relevant articles. We used search criteria to identify a total of 110 references. Using rigorous selection methods, 35 articles were systematically reviewed. The results revealed that emotional intelligence is key for effective leadership and that the most commonly used skills/competences are self-awareness, self-management, and empathy. Additionally, the literature makes it clear that the extent to which the leader builds trusting relationships contributes greatly to the development of teacher satisfaction and performance. These findings can help to inform the design of successful pre-service programmes for aspiring leaders and in-service for school principals. Limitations and future lines of research are discussed.

In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre-and post-interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme. Practice points. To which field of practice area(s) in coaching is your contribution directly relevant? Please state a brief sentence. This study contributes knowledge about the practice of school-based leadership coaching for educators, grounded in emotional intelligence (EI) theory. . What do you see as the primary contribution your submission makes to the coaching practice? Please state in one to two sentences. Few recent studies have been conducted on EI-based leadership coaching to support school leaders and teacher effectiveness. Our study contributes knowledge in two unique ways: first, by exploring a coaching development practice grounded in EI theory and designed specifically for educators; second, by exploring the process of

Focus on social and emotional intelligence competencies to improve effective leadership has become commonplace in the corporate arena and is now considered by many a prerequisite to successful job performance and outcomes

Background. Multiple interventions have been tested to promote well-being in high school students, often focusing on depression prevention. Aims. To test the impact of a one-semester active learning curriculum covering the modern science and philosophy of well-being and happiness on attitudinal measures related to the curriculum and standard measures of depression and well-being.Sample. Subjects were first-year students in an urban high school in Beijing, China (equivalent to US tenth grade).Methods. Nine classrooms were randomly assigned to the intervention curriculum (n = 252), and nine classrooms were randomly assigned to a traditional psychology curriculum (n = 263). Students completed questionnaires pre-and post-semester including a Positive Attitude Scale (PAS, concerning Relatedness, Competence, Autonomy, Gratitude, Calmness, Mindfulness, and Hope), Positive and Negative Affect Scale (PANAS), Centers for Epidemiological Studies Depression Scale (CES-D), Life Satisfaction Scale (LS), Subjective Happiness Scale (SHS), Meaning in Life Questionnaire (MLQ), and a test of knowledge about well-being (Knowledge Test, KT).Results. In a hierarchical linear model, there were statistically significant intervention effects on six of the seven subscales of the PAS, on PANAS balance, and on the KT. CES-D, LS, SHS, and MLQ were improved but not significantly so. Notable overall secular trends in measures of well-being were observed, with a peak in September and nadir in April. Conclusions.A one-semester course for high school students regarding well-being and happiness demonstrated significant changes in positive attitudes, affective balance, and knowledge about happiness. Circannual trends in well-being measures over the academic year have implications for those designing school intervention studies.

This article makes the case for a different approach to the professional development of teachers and school leaders called personal, professional coaching (PPC). Personal, professional coaching is grounded in reflective practices that cultivate self-awareness, emotion management, social awareness, and relationship management. Findings from two case studies support the benefits perceived by teachers and administrative leaders who participated in coaching to enhance their leadership potential and performance. A description of the content and process of coaching is provided.