Emotional intelligence and leadership styles of school heads: Implications for teachers’ well-being

Abstract

This study investigated the relationships among emotional intelligence (EI), school heads’ leadership styles, and teachers’ well-being in public elementary and secondary schools in District 1, Danao City, during the 2025–2026 school year. Data were collected from 5 school heads and 102 teachers using the Global Leadership Foundation’s Emotional Intelligence Test, the Blake and Mouton Managerial Grid, and a Teacher Well-Being Scale. Results indicated that school heads were perceived to possess a high level of emotional intelligence, with strengths in social awareness and relationship management. The Team Leader style was the most frequently practiced leadership approach. Teachers reported a generally high level of well-being, particularly in collegial relationships, confidence in teaching, and intrinsic motivation. However, areas such as prioritizing mental health, stress recovery, and emotional support scored relatively lower. Correlation analysis revealed a significant negative relationship between teachers’ years of experience and their well-being, while no significant relationships were found with position rank or educational attainment. The study concludes that emotionally intelligent, team-oriented leadership plays a vital role in fostering teachers’ well-being. It recommends implementing a targeted action plan to strengthen school heads’ EI competencies, particularly in self-awareness and emotional regulation, and to introduce structured well-being support systems, especially for experienced teachers, to mitigate work-related stress and sustain a positive school climate.