The Role of Emotional Intelligence in Leadership Effectiveness During Organizational Crisis among Secondary Schools on the Plateau

The pivotal role of leadership effectiveness in navigating organizational crises is well-documented, yet the integration of emotional intelligence into this dynamic remains underexplored. This study aims to elucidate the influence of emotional intelligence on leadership effectiveness, particularly within the context of crisis management in secondary schools on the Plateau. Grounded in both Goleman’s emotional intelligence theory and transformational leadership theory, this research investigates three hypotheses: the significant relationship between leadership effectiveness and crisis management capabilities, the impact of emotional intelligence on enhanced leadership effectiveness, and the synergistic effect of emotional intelligence and leadership effectiveness in managing organizational crises. Utilizing a quantitative methodology, the study employed a 5-point Likert scale to evaluate responses from 153 school Principals, assessing variables such as self-awareness, empathy, and adaptive leadership strategies. Statistical analysis Structural Equation Model (SEM) revealed a robust relationship between leadership effectiveness and crisis management (B-value = 3.27, P-value = 0.00), a significant correlation between emotional intelligence and improved leadership effectiveness (B-value = 0.61, P-value = 0.02), and a profound impact of the integration of emotional intelligence on leadership effectiveness in managing crises (B-value = 1.03, P-value = 0.00). The findings underscore the necessity of incorporating emotional intelligence into leadership development programs, highlighting its potential to enhance strategic decision-making and resilience in educational settings. Consequently, the study recommends that educational policymakers prioritize emotional intelligence training for school leaders to bolster their crisis management capabilities, ultimately fostering more resilient and adaptive educational environments. This research contributes to the broader discourse on leadership in education, offering empirical evidence of the transformative power of emotional intelligence in crisis situations.