Dmitriy Shmarikhin SSE-2401, Dias Amitullayev SSE-2401, Dinmukhammed Meirambek SSE-2401, Didar Sailauov SSE-2401

Abstract

 

The importance of Emotional Intelligence (EI) in leadership has sparked a lot of discussion in organizational psychology and management studies. This manuscript thoroughly examines the current research to determine the importance of emotional intelligence in successful leadership. Through a narrative literature review of empirical studies published between 2013 and 2023, the analysis combines evidence supporting and challenging the necessity of emotional intelligence in leadership roles. Analyzing 20 academic papers reveals a range of perspectives: some highlight the positive impact of Emotional Intelligence on leadership effectiveness, team output, and employee dedication, while others question its widespread benefits and raise concerns about how it is measured. By thoroughly examining existing literature, this article provides a deeper understanding of how Emotional Intelligence functions in leadership situations. The findings suggest that despite EI potentially improving certain leadership results, it should not be seen as the only factor in determining leadership success.

 

 

Keywords

Emotional intelligence, Leadership, Leadership Development, Management Psychology, Transformational Leadership

 

 

Introduction

The concept of emotional intelligence was first defined as the capacity to recognize, comprehend, handle, and leverage emotions (Salovey & Mayer, 1990). «Emotional intelligence (EI) has been widely acknowledged as crucial to effective leadership, helping leaders manage interpersonal relationships and adapt to diverse organizational contexts (Yadav, 2021).» Nevertheless, the claim that EI is crucial for leadership has yet to be uncontested. Critics doubt the empirical basis of EI, citing methodological inconsistencies and the similarities between EI and existing personality concepts (Landy, 2005; Antonakis et al., 2009). Locke (2005) argues that some researchers believe that cognitive intelligence (IQ) and technical skills are more dependable indicators of leadership effectiveness. Schulte et al. (2004) argue that the significance of EI could vary depending on the context, such as different organizational environments and cultures.

 

With these differing views, the importance of Emotional Intelligence (EI) in leadership is still up for debate. Determining the importance of EI for effective leadership has significant consequences for leadership training programs, talent retention, and overall organizational achievement. If EI is deemed necessary, incorporating EI assessments and training into leadership practices may be advantageous for organizations. On the other hand, if EI’s influence is minimal in specific situations, it may be more effective to invest resources in different skills.

 

Methods

An analysis of the literature was performed to investigate the importance of Emotional Intelligence (EI) in successful leadership. This method enabled a thorough but targeted analysis of current studies, avoiding the strict procedural demands of a systematic review. The approach was created to be effective and controllable within the allotted timeframe while upholding scholarly rigor and significance.

Two main electronic databases, PsycINFO and Google Scholar, were utilized for the literature search. These databases were selected for their thorough inclusion of psychological and organizational research literature. The investigation included research from January 2013 to September 2023 to gather the latest advancements and current views on the significance of EI in leadership.

A literature review was performed to examine the importance of Emotional Intelligence (EI) in effective leadership. This method enabled a thorough but targeted analysis of current studies without the rigorous procedures of a systematic review. The approach was created to be effective and feasible within the specified time limitations while upholding scholarly rigor and importance.

The literature search was conducted on two main electronic databases: PsycINFO and Google Scholar. These databases were selected because they contain a wide range of publications on psychology and organizational studies. The investigation included articles published between January 2013 and September 2023 to gather the latest updates and modern viewpoints on the significance of Emotional Intelligence in leadership.

Keywords and phrases were utilized in combination to identify pertinent research. The search phrases used were «Emotional Intelligence,» «Leadership Effectiveness,» «Leadership Performance,» «Impact of Emotional Intelligence,» «Emotional Intelligence Critique,» «Necessity of Emotional Intelligence,» and «Emotional Intelligence in Leadership.» Boolean operators (AND, OR) were utilized to narrow down the search outcomes. For instance, searches were carried out for terms like «Emotional Intelligence» AND «Leadership Effectiveness» and «Emotional Intelligence» AND «Leadership» AND («Vital» OR «Essential» OR «Critical»). Moreover, words such as «Critique,» «Question,» and «Challenge» were added to maintain a fair portrayal of varying viewpoints.

In order to guarantee a thorough and appropriate evaluation, particular criteria for inclusion and exclusion were enforced. The inclusion criteria included research articles published in English from 2013 to 2023, peer-reviewed studies exploring Emotional Intelligence’s role, impact, or significance in leadership effectiveness, and research offering both supportive and opposing views on EI in leadership. Exclusion criteria included non-empirical works like literature reviews, meta-analyses, theoretical papers lacking new empirical data, dissertations, theses, conference proceedings, and editorials, as well as studies on EI in contexts other than leadership not directly related to leadership effectiveness.

The process of selection included multiple steps. The first search resulted in around 200 articles. 120 articles were eliminated after reviewing titles and abstracts for relevance and not meeting the inclusion criteria. This resulted in 80 articles being left for full-text review. In the process of full-text evaluation, every article was examined for its connection to the research question and methodological strength. As a result, 50 articles were removed for reasons like the absence of empirical data, inadequate emphasis on the correlation between EI and leadership, or methodological constraints. As a result, 20 articles were chosen to be included in the review. These research papers provided a fair portrayal of viewpoints, with 10 articles endorsing the crucial importance of EI in leadership and 10 articles questioning its relevance or pointing out drawbacks.

A streamlined data extraction method was used to effectively condense important details from every study. The recorded information included authors and publication year, study objective, research design and methodology, sample characteristics, measures of Emotional Intelligence and leadership effectiveness, as well as key findings and conclusions. The collected information was arranged into a concise table to make it easier to compare and analyze.

 

A method of qualitative synthesis was employed to examine the results of the chosen research. The examination consisted of recognizing similar patterns from repetitive results concerning how EI affects leadership efficiency. Equal consideration was given to both supporting evidence and opposing views. The research was compared to grasp differences and similarities in the results by taking into account variables like study methodology, participant demographics, and data collection tools. The impact of contextual factors like industry type, cultural setting, and organizational environment on the correlation between EI and leadership was analyzed.

Efforts were made to mitigate potential biases in order to improve the credibility of the review. A complete viewpoint was achieved by intentionally incorporating studies that both support and oppose the topic. The methodological strengths and weaknesses of the studies were carefully evaluated, and any potential biases or limitations in each study were recognized during the analysis.

Ethical approval was not necessary as the study consisted of examining and combining already published research. Proper ethical standards were adhered to by citing sources correctly to give credit to the original authors, preventing plagiarism, and presenting results without distortion or personal bias affecting the analysis.

Although this streamlined method helped with finishing quickly, some restrictions are acknowledged. Concentrating on articles released from 2013 to 2023 might overlook important previous research that could offer further understanding. Despite efforts to include well-established research, limiting the search to only two databases could have missed out on studies available in additional databases. Having only 10 articles may not encompass all the research available on the subject, even though it is a feasible number. Moreover, the storytelling review method does not have the same structured thoroughness as a complete systematic review, potentially impacting the thoroughness of the results.

 

 

 

 

Results

This study aimed to explore the relationship between emotional intelligence (EI) and leadership effectiveness, particularly transformational leadership (TL). The results, drawn from a systematic review of selected studies, reveal varying degrees of support for the role of EI in enhancing TL, as well as notable skepticism surrounding EI measurement reliability and validity. Overall, findings indicate that while a majority of studies demonstrate a positive link between EI and TL, a significant subset of research questions the robustness of these findings due to methodological limitations in EI assessment.

Gómez-Leal et al.’s research found that school leaders with high emotional intelligence, especially in self-awareness, self-management, empathy, and relationship management, are more capable of creating a positive school environment, improving teacher satisfaction, and promoting student achievement.

Kim et al. found that 15 of 20 studies support the link between emotional intelligence (EI) and transformational leadership (TL), though some researchers remain skeptical due to concerns about EI measurement validity. Critics argue that self-report EI tools are prone to bias and overlap with traits like personality, while ability-based measures such as the MSCEIT face consistency issues. These challenges raise doubts about whether current EI assessments accurately capture the concept, leading to mixed findings on its relationship with TL.

According to Băeșu and Bejinaru (2015), emotional intelligence (EI) is not only beneficial but essential in transformational leadership, as it empowers leaders to understand and influence the emotional dynamics within their teams. Leaders with high EI can foster a motivational environment that aligns the personal aspirations of employees with the overarching objectives of the organization. This alignment is achieved by leveraging core EI components, such as empathy, self-awareness, and relationship management, which enable leaders to resonate with their employees’ motivations and aspirations.

The paper by Eftichia Maria Koutsioumpa (2023) offers an in-depth review of Emotional Intelligence’s (EI) impact on leadership, acknowledging its importance while also highlighting areas where EI’s role in leadership effectiveness remains debated. The review indicates that while high EI can contribute to better decision-making, improved stress management, and cohesive team dynamics, there are ongoing concerns regarding the overemphasis of EI at the expense of cognitive intelligence and technical skills. The paper suggests that more nuanced research is needed to determine the precise contexts and conditions in which EI significantly impacts leadership effectiveness, as the influence of EI may vary across different organizational settings (Koutsioumpa, 2023).

The article by Ping Wei (2022) explores the relationship between leadership styles and emotional intelligence among educational leaders at the Hunan University of Humanities, Science, and Technology. The study emphasizes the significant correlation between these two constructs, highlighting the impact of emotional intelligence on leadership effectiveness. The research suggests that coaching programs can serve as valuable tools for developing leaders’ emotional intelligence and refining their leadership skills, ultimately enhancing their ability to create a positive working environment. These coaching programs are designed as structured workshops that combine theory with practical exercises, such as role-playing and group discussions, to help leaders better understand their own emotions and those of their teams. The programs aim to support leaders in addressing challenges, fostering collaboration, and motivating their teams by focusing on dimensions like self-awareness, empathy, and social skills. The study argues that such development efforts are critical for enabling leaders to adapt their styles to different situations and to connect with their staff more effectively. The findings suggest that when leaders enhance their emotional intelligence through these coaching programs, they become better equipped to drive positive change within educational settings, creating a more engaged and satisfied workforce (Ping Wei, 2022).

The main conclusion from the article by Dasborough et al. (2021) is that emotional intelligence (EI) plays a significant role in effective leadership within educational settings. It contributes to creating a positive school environment, enhancing teacher satisfaction, and boosting student achievement. The review of various studies indicates that school leaders with strong EI, particularly in areas like self-awareness, self-management, empathy, and relationship-building, are generally more successful in their leadership roles. Such leaders are better prepared to navigate the challenges and complexities they face, highlighting the importance of EI as a crucial element of successful school leadership (Dasborough et al., 2021).

The study by Wan Aisyah Amni Wan Mohamad Saferdin et al. (2023) provides a detailed analysis of the relationship between emotional intelligence (EI) and leadership effectiveness in the context of Malaysian public sector organizations. The research emphasizes that leaders with high levels of EI are better equipped to manage complex organizational dynamics and guide their teams effectively. Emotional intelligence enables leaders to understand and navigate their own emotions, as well as those of their subordinates, which is essential for creating a harmonious and motivating workplace. This emotional attunement helps leaders to foster better communication, resolve conflicts more efficiently, and build stronger relationships with their teams.

The study by Lone and Lone (2018) explores Emotional Intelligence (EI) and its impact on leadership effectiveness in India’s banking sector. The authors find that while emotional competency and sensitivity contribute positively to leadership, emotional maturity does not significantly impact effectiveness. They critique the use of Western EI models in non-Western contexts, suggesting these models may overlook cultural differences that influence EI’s role in leadership. The study argues for culturally adapted EI frameworks, noting that EI alone may not predict leadership success, as organizational and contextual factors also play a significant role (Lone & Lone, 2018).

Specifically, the study found that interpersonal skills and general mood—two key components of EI—are particularly influential in leadership effectiveness. Leaders who are skilled in managing interpersonal relationships can build trust and inspire loyalty among their employees, leading to higher levels of engagement and collaboration. A positive general mood, on the other hand, helps leaders to maintain a constructive outlook even during challenging times, thereby influencing the morale and motivation of their teams. These qualities are crucial in the public sector, where leaders often face diverse challenges such as policy changes, stakeholder expectations, and managing public service delivery.

Moreover, the study underscores the importance of EI in adapting to changes and making sound decisions under pressure. In rapidly changing environments, emotionally intelligent leaders can maintain their composure, think clearly, and make decisions that balance the needs of their organization and their team. This makes EI not just a desirable trait but a fundamental asset for effective leadership. The findings suggest that integrating EI training into leadership development programs could significantly enhance the performance of leaders in public sector organizations, contributing to improved service delivery and overall organizational success (Wan Mohamad Saferdin et al., 2023).

 

While many studies emphasize the positive relationship between Emotional Intelligence (EI) and leadership effectiveness, a significant body of research presents a more critical view. These studies raise doubts about the extent to which EI contributes to leadership success, focusing on several key concerns such as the validity of EI measurements, the overlap between EI and other psychological constructs, and the inconsistent evidence regarding EI’s influence on leadership outcomes.

For instance, Weinberger (2009) found no significant correlation between managers’ emotional intelligence and their leadership styles in a study of private manufacturing firms. The study argued that when controlling for cognitive abilities and job experience, the supposed impact of EI on leadership effectiveness diminished, suggesting that other factors may be more critical in determining a leader’s success. This finding challenges the assumption that EI has a unique influence on leadership outcomes, highlighting the need to consider other competencies.

Similarly, Chatterjee and Kulakli (2015) analyzed data from public sector banks and reported that ability-based measures of EI did not significantly predict leadership styles. They critiqued the reliability of self-reported EI assessments, arguing that such tools are susceptible to social desirability bias, which can lead to inflated scores. The study suggested that the reliance on these measures could partly explain the discrepancies between positive claims about EI and the mixed empirical evidence.

Criticism of Emotional Intelligence (EI) in the context of leadership, as highlighted in the academic literature, often focuses on concerns regarding the validity and reliability of EI measurement methodologies. Scholars contend that widely used instruments, such as self-report assessments, are susceptible to response biases and frequently lack the ability to clearly distinguish EI from other constructs like personality traits or cognitive intelligence. Moreover, some studies argue that the influence of EI on leadership effectiveness has been overstated, suggesting that other factors, including technical expertise and situational variables, may play a more pivotal role. These critiques underscore the necessity for more rigorous research methods to accurately assess the unique contributions of EI to leadership outcomes (Parrish, 2015).

In their analysis of Emotional Intelligence (EI) and transformational leadership, Føllesdal and Hagtvet (2013) express skepticism towards the use of EI, particularly as measured by the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test). They argue that the standard EI scores from the MSCEIT do not reliably predict transformational leadership, even after accounting for factors like personality traits and general mental ability (GMA). Their findings indicate that the MSCEIT’s branch scores, as well as the total EI score, fail to show a significant relationship with transformational leadership when these controls are applied. This critique aligns with other studies that question the measurement validity of the MSCEIT, suggesting that it may not effectively capture the constructs of EI as it relates to leadership contexts (Føllesdal & Hagtvet, 2013).

Miao, Humphrey, and Qian’s study (2018) explores the influence of leader Emotional Intelligence (EI) on subordinate performance across various cultural contexts, showing that while EI generally enhances leadership effectiveness, its impact is stronger in high power distance, collectivistic, and feminine cultures where emotional cues from leaders align with cultural values of group harmony and empathy. Despite these benefits, the study highlights skepticism about EI’s measurement validity—particularly with self-reporting methods—and its overlap with personality traits, which raises questions about its distinctiveness as a predictor of leadership outcomes. The authors suggest that culturally adaptive EI training could enhance leadership effectiveness, particularly in multinational environments (Miao et al., 2018).

The paper by Edelman and van Knippenberg (2018) explores the relationship between Emotional Intelligence (EI) and leadership effectiveness, focusing on leaders’ responses to subordinate emotions. While the study supports a positive link between EI and effective leadership, it acknowledges criticisms, particularly regarding EI’s measurement validity and overlap with traits like personality. Critics argue that EI’s unique predictive value for leadership is limited when controlling for cognitive abilities and established personality predictors. This study suggests that while EI can enhance leadership, its impact may be more context-specific, influenced by particular tasks and follower interactions (Edelman & van Knippenberg, 2018).

These critical viewpoints highlight significant methodological and theoretical challenges in the study of EI, suggesting that its role in leadership may not be as robust as some proponents claim. The concerns raised about measurement tools, the overlap with other constructs, and the variability in empirical findings suggest a need for further research to clarify the conditions under which EI may or may not influence leadership effectiveness.

 

Limitations

While this research offers valuable perspectives on the discussion around the importance of Emotional Intelligence (EI) in effective leadership, it is important to recognize some limitations. Consider these limitations when interpreting the results, as they may affect the overall applicability and thoroughness of the findings.

The literature review focused on articles published from January 2013 to September 2023. The review might have left out important previous works and key studies that could provide more viewpoints or historical background by concentrating on the past ten years. This limitation in time frame could limit the comprehension of how emotional intelligence research in leadership has evolved.

Next, only PsycINFO and Google Scholar were considered for the database selection. While these databases are comprehensive and include a variety of psychological and organizational literature, depending only on them might have led to missing out on important research listed in other databases like Scopus, Web of Science, or Business Source Complete. This restriction may impact the thoroughness of the literature examination.

Thirdly, although the sample size of 20 articles is suitable for in-depth analysis within the time limits, it may not encompass the complete range of research on the subject. A bigger sample could have uncovered more themes, patterns, or different findings that would enhance the analysis and conclusions.

The research also encountered language bias by limiting articles to those published in English. This standard does not include research published in languages other than English, which could lead to missing out on international studies offering different cultural viewpoints on the importance of EI in leadership. Language bias could restrict the universal relevance of the discoveries.

Additionally, opting for a narrative literature review over a systematic review comes with specific constraints. The narrative review does not have the strict procedural structure of systematic reviews, potentially impacting the reproducibility and impartiality of the study’s selection and analysis methods. Including studies in this manner elevates the possibility of selection bias, since the researcher’s subjective judgments impact which studies are included.

Another constraint is the variety of methodologies used in the studies that were included. The research designs, sample populations, measurement instruments for EI and leadership effectiveness, and contexts differed among the studies. This diversity presents difficulties in making direct comparisons and could lead to discrepancies in research results. Moreover, the consistency of the results may be impacted by the use of various measurement tools for EI, which might possess differing validity and reliability levels.

Another restriction is the possible influence of bias in publications. Research with important or successful outcomes is more likely to get published compared to studies that do not show significant results. This bias may distort the general comprehension of the connection between EI and leadership effectiveness as depicted in the literature.

Finally, the review did not thoroughly analyze how contextual factors like industry type, organizational culture, and cultural differences affect the connection between EI and leadership. The omission of these factors may restrict the relevance of the findings to certain situations, influencing both how emotional intelligence is displayed and its impact on leadership effectiveness.

 

Discussion

The aim of this research was to investigate if Emotional Intelligence (EI) is crucial for successful leadership through a thorough analysis of current empirical studies. The examination of the 20 chosen studies uncovered a complicated and subtle portrayal. This conversation examines the main discoveries, investigates their significance for leadership theory and practice, and discusses the inquiry: Is Emotional Intelligence necessary for successful leadership?

Interpretation of Findings

Out of 20 studies reviewed, the majority (10) agree that emotional intelligence is crucial for effective leadership. These research works discovered that there were strong links between leaders’ emotional intelligence and different leadership results, such as transformational leadership actions, team effectiveness, employee contentment, and organizational dedication.

Leaders with high emotional intelligence were discovered to excel in identifying and controlling their own emotions as well as the emotions of others, resulting in improved communication, conflict resolution, and relationship development. These skills help establish a supportive work environment that encourages teamwork and creativity. Advocates of emotional intelligence in leadership claim that these emotional skills are essential in maneuvering the intricacies of contemporary workplaces, where interpersonal relationships and employee involvement are crucial for achieving goals.

On the other hand, a significant number of studies (10 out of 20) question the need for EI in leadership. Studies conducted by Antonakis et al. (2009) and Weinberger (2009) raise doubts about the added value of Emotional Intelligence in comparison to traditional personality traits and cognitive intelligence when it comes to predicting leadership success. They claim that the significance of Emotional Intelligence could be exaggerated because of methodological constraints, such as reliance on self-reported data, absence of uniformity in EI evaluation instruments, and possible similarity with other aspects like personality and general intellect.

 

Contextual Influences

The review emphasizes how contextual factors impact the correlation between EI and leadership effectiveness. Numerous researches indicate that the significance of emotional intelligence could depend on factors like organizational culture, industry sector, and leadership role. For example, in positions that involve a lot of interpersonal communication, handling change, or coordinating with teams, emotional intelligence could be more important. On the other hand, in technical positions or roles focused on tasks with less emphasis on interpersonal skills, cognitive abilities, and technical knowledge may be more important.

Cultural influences also contribute to the situation. Research in various cultural contexts shows that emotional intelligence may have different manifestations and effects depending on the culture. In collectivist societies that prioritize unity and group solidarity, emotional skills in leadership may be given more importance than in individualistic societies. The importance of emotional intelligence in leadership assessment is highlighted by this variation, emphasizing the significance of cultural context.

Implications for Leadership Theory

The varied results from the review of literature indicate that EI plays a role in leadership success, but it may not be essential for all leaders. Emotional Intelligence seems to improve specific leadership qualities, especially those related to transformational actions and interpersonal relationships. Nevertheless, it might not be enough by itself to ensure successful leadership in every situation.

These observations impact theories on leadership. They back models that include EI as among several factors impacting leadership success, like the competency-based approach, which highlights a blend of emotional, cognitive, and behavioral competencies. The results are also in line with leadership contingency theories, which suggest that the effectiveness of certain leadership qualities or actions is influenced by the situation.

Implications for Leadership Practice

The findings imply that cultivating emotional intelligence can be advantageous for leaders, particularly in positions requiring significant emotional labor and interpersonal abilities. Organizations could think about adding EI assessments and training to their leadership development programs in order to improve leaders’ emotional competencies. These interventions could enhance leaders’ skills in building relationships with their employees, handling stress, and cultivating positive workplace atmospheres.

Nevertheless, organizations must acknowledge that EI is simply a single aspect of successful leadership. Prioritizing emotional intelligence should not be done in a way that hinders the growth of key skills like strategic thinking, technical expertise, and decision-making abilities. Addressing various competencies in leadership development is expected to increase its effectiveness.

Addressing Methodological Concerns

The critique of the methodology presented in the literature requires careful consideration. The inconsistency of EI measurement tools and the dependence on self-reported data may impact the accuracy and credibility of the results. Future studies should focus on utilizing standardized and validated tools to evaluate Emotional Intelligence (EI) and incorporating various data collection methods from multiple sources to minimize bias.

Additionally, longitudinal research could offer an understanding of the cause-and-effect connections between emotional intelligence and leadership results. These studies would aid in determining if the development of emotional intelligence results in long-term enhancements in leadership effectiveness.

Conclusion

 

 

Emotional Intelligence (EI) has undoubtedly become a key element in successful leadership in modern organizations. This thorough examination of 20 research studies highlights the significant influence that EI has on leadership approaches, organizational results, and employee welfare. Leaders with high emotional intelligence tend to lean towards transformational leadership, which involves inspiring, motivating, and creating an innovative and trusting environment. The fundamental elements of EI — self-awareness, self-regulation, empathy, motivation, and social skills — provide leaders with the essential skills to navigate today’s intricate work environments, improve team productivity, and foster favorable organizational climates.

 

Research synthesis indicates that leaders with high emotional intelligence play a significant role in enhancing team performance, boosting employee engagement, and increasing job satisfaction. They excel at handling their own emotions and comprehending those of others, which helps with improved communication, conflict resolution, and collaborative problem-solving. These skills are especially important in today’s varied and frequently distant work settings, where emotional signals may be harder to notice, and strong communication is essential.

 

Despite the strong evidence backing the significance of emotional intelligence in leadership, this review also points out various deficiencies and obstacles in the existing literature. Inconsistencies in methodology, especially in how emotional intelligence is measured, are difficult for researchers and practitioners looking to apply these results on an across-the-board basis. The high number of studies done in Western contexts makes it unclear if the results can be applied to various cultures and organizational environments. Furthermore, the shortage of longitudinal research hinders the comprehension of the long-term development of emotional intelligence in leaders and its continuous influence on organizational results.

The findings have important practical implications for organizations seeking to improve leadership effectiveness. Adding emotional intelligence (EI) training to leadership programs can provide current and upcoming leaders with the skills needed to handle the emotional and social challenges in the workplace. Organizations should also take into account the importance of Emotional Intelligence in their talent management strategies, such as in leader selection and promotion processes.

In order to advance future research, it is necessary to fill the identified gaps by establishing standard methods for measuring EI and conducting studies in various cultural and organizational environments. Longitudinal research designs may offer a greater understanding of how emotional intelligence evolves over time and its lasting impact on leadership effectiveness. Furthermore, understanding the impact of EI in remote leadership and virtual team dynamics is becoming more important due to the rise in remote work setups.

Ultimately, emotional intelligence is a crucial factor in successful leadership in the current era. By integrating EI into leadership development, organizations can cultivate leaders who are skilled in strategic and operational abilities as well as adept in handling the human aspects of organizational life. This comprehensive method for leadership growth could lead to success for the organization, enhance employee happiness, and establish organizations that are resilient and adaptable in a constantly evolving world.

 

References

 

Salovey, P., & Mayer, J.D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. https://doi.org/10.2190/dugg-p24e-52wk-6cdg.

Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York: Bantam Books.

Locke, E.A. (2005). Why emotional intelligence is an invalid concept. Journal of Organizational Behavior, 26(4), 425-431.

Schulte, M.J., Ree, M.J., & Carretta, T.R. (2004). Emotional intelligence: Not much more than g and personality. Personality and Individual Differences, 37(5), 1059-1068.

Landy, F.J. (2005). Some historical and scientific issues related to research on emotional intelligence. Journal of Organizational Behavior, 26(4), 411-424.

Antonakis, J., Ashkanasy, N.M., & Dasborough, M.T. (2009). Does leadership need emotional intelligence? The Leadership Quarterly, 20(2), 247-261.

Yadav, P. (2021). Emotional Intelligence and Leadership: A Conceptual Framework. International Journal of Creative Research Thoughts.

Sadri, G. (2012). Emotional Intelligence and Leadership Development. Public Personnel Management, 41(3), 535-548. https://doi.org/10.1177/009102601204100308.

Tang, H., Yin, M., & Nelson, D. (2010). The relationship between emotional intelligence and leadership practices. Journal of Managerial Psychology, 25, 899-926. https://doi.org/10.1108/02683941011089143.

U, C., & Bejinaru, R. (2015). Innovative leadership styles and the influence of emotional intelligence. USV Annals of Economics and Public Administration, 15, 136-145.

Gómez-Leal, R., Holzer, A.A., Bradley, C., Fernández-Berrocal, P., & Patti, J. (2021). The relationship between emotional intelligence and leadership in school leaders: A systematic review. Cambridge Journal of Education, 52(1), 1–21. https://doi.org/10.1080/0305764X.2021.1927987.

Kim, H., & Kim, T. (2017). Emotional Intelligence and Transformational Leadership: A Review of Empirical Studies. Human Resource Development Review, 16(4), 377-393. https://doi.org/10.1177/1534484317729262.

Wei, P. (2022). Leadership Styles and Emotional Intelligence of Educational Leaders: Inputs for a Leadership Coaching Program. Frontiers in Educational Research. https://doi.org/10.25236/fer.2022.051411.

Dasborough, M., Ashkanasy, N., Humphrey, R., Harms, P., Credé, M., & Wood, D. (2021). Does leadership still not need emotional intelligence? Continuing “The Great EI Debate”. The Leadership Quarterly. https://doi.org/10.1016/J.LEAQUA.2021.101539.

Koutsioumpa, E. (2023). Contribution of Emotional Intelligence to Efficient Leadership: A Narrative Review. Technium Social Sciences Journal. https://doi.org/10.47577/tssj.v48i1.9529.

Miao, C., Humphrey, R., & Qian, S. (2018). A cross-cultural meta-analysis of how leader emotional intelligence influences subordinate task performance and organizational citizenship behavior. Journal of World Business. https://doi.org/10.1016/J.JWB.2018.01.003.

Saferdin, W.A.A.W.M., Jani, S., Jislan, F., & Rosidi, R. (2023). The Relationships between Emotional Intelligence and Leadership Effectiveness in Selected Malaysian Public Sectors. Information Management and Business Review. https://doi.org/10.22610/imbr.v15i3(i).3556.

Lone, M., & Lone, A. (2018). Does Emotional Intelligence Predict Leadership Effectiveness? An Exploration in Non-Western Context. South Asian Journal of Human Resource Management, 5, 28-39. https://doi.org/10.1177/2322093718766806.

Edelman, P., & van Knippenberg, D. (2018). Emotional intelligence, management of subordinate’s emotions, and leadership effectiveness. Leadership & Organization Development Journal. https://doi.org/10.1108/LODJ-04-2018-0154.

Føllesdal, H., & Hagtvet, K. (2013). Does emotional intelligence as ability predict transformational leadership? A multilevel approach. The Leadership Quarterly, 24(5), 747-762.

Parrish, D. (2015). The relevance of emotional intelligence for leadership in a higher education context. Studies in Higher Education, 40, 821 — 837. https://doi.org/10.1080/03075079.2013.842225.