EXPLORING THE ROLE OF EMOTIONALLY INTELLIGENT LEADERSHIP IN PROMOTING SUSTAINABLE TEACHING PRACTICES AMONG PRIMARY SCHOOL TEACHERS

Abstract

This research paper examines the role of emotionally intelligent leadership of primary schools on teachers’ attitudes towards sustainable instructional practices in Taluka Saeedabad, Sindh, Pakistan. Within the Pakistani school environment, the role of emotional intelligence in influencing the school's instructional culture is underexplored. The purpose of the study is to investigate how far the emotional intelligence of school principals (self-awareness, self-regulation, empathy, motivation and social skills) is related to the attitudes and behaviors of primary school teachers concerning innovative and evidence-based teaching methods. The design of the research used was quantitative research with the use of standardized instruments such as the Wong and Law Emotional Intelligence Scale (WLEIS) and a researcher-made instrument, the Sustainable Instructional Practices Attitude Scale (SIPAS). The study was carried out (N=250) with government primary school teachers of Saeedabad Taluka in primary school using a stratified random sampling method. Data were analyzed descriptively, and the correlation method was used. The relationship between the overall emotional intelligence of principals and teachers' attitude towards sustainable instructional practices was weak negative (r= -.25). Results will be used to guide professional development programs aimed at building emotionally intelligent school leadership in order to enhance instruction quality in Sindh; this will benefit from the results of teachers, school principals, and educational policymakers.