School Principals’ Views on the Impact of Emotional Intelligence (Ei) on Preferences of Conflict Management

Bibliographic Data

ID21998073
AuthorsGizem GÜNÇAVDI ALABAY (0000-0001-5055-2565, Bursa Uludağ Üni̇versi̇tesi̇, corresponding author)
Year2023
Publication date2023-12-25
Open AccessYes
TypeARTICLE
VenueInternational Journal Of Turkish Literature Culture Education (JOURNAL)
Journal identifiersISSN: 2147-0146 • E-ISSN: 2147-0146
PublisherUluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi (PUBLISHER)
DOI10.7884/teke.1392080
OpenAlexW4392791326
LanguageEN
References cited15

This study aims to discover the relationship between Emotional Intelligence (EI) and conflict management within educational institutions, specifically focusing on school administrators' perspectives. Designed in phenomenology, the study encompassed 14 school principals from Turkish public schools, utilizing semi-structured interviews for data collection. Upon transcription and descriptive analysis, seven salient themes emerged. Findings clearly evinced the integral role of EI in conflict management, resonating with established EI paradigms, emphasizing aspects like empathy, self-awareness, and self-regulation. Moreover, the tangible link between EI and harmonious school cultures, efficient conflict resolution, and the generation of emotionally robust students was evident. In light of these revelations, the study proposes policy recommendations, including mandatory EI training for school personnel and the integration of EI frameworks into student curricula

Conflict management · Conflict resolution · Curriculum · Emotional intelligence · Empathy · Epistemology · Pedagogy · Political science · Salient · Social science · Sociology · Turkish · Conflict Management and Negotiation · Education Practices and Challenges · Emotional Intelligence and Performance · Psychology · Social Psychology

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Open DOIOpen Access