Abstract
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.
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