Abstract
The purpose of this research is to examine the mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. For this purpose, this research, which was designed in the relational survey model, was carried out on teachers. The data of the study were collected using the “Sustainable Leadership Scale,” “Diversity Management Scale,” and “Emotional Intelligence Scale.” Descriptive statistics, Pearson product-moment correlation coefficient, t-test, one-way ANOVA analyses and structural equation model were used in the analysis of the data. As a result of the research, it was found that the school principals’ sustainable leadership behavior levels, their ability to manage differences and their emotional intelligence levels were high according to teacher perceptions. According to the correlation analysis, it was found that there is a positive and significant relationship between sustainable leadership, diversity management, and emotional intelligence. In addition, path analyses to examine the mediator variable effect revealed that emotional intelligence has a full mediating role in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. In addition to the research, it was also examined whether teachers perceptions of school principals on sustainable leadership behaviors, diversity management skills, and emotional intelligence levels differ significantly according to teachers’ gender, professional seniority, educational status and the level of education they work in. In addition to this, they have shown that they need to use their emotional intelligence effectively.
Highlights
Changes in social, political, technological and economic life and globalization affect the philosophies, cultures and strategies of organizations
Sustainable leadership behaviors, diversity management skills and emotional intelligence levels of school principals were examined in line with the views of 402 teachers working in public schools in Pendik and Kartal districts of Istanbul in the 2020–2021 academic year
Dagdeviren-Ertas, 2020), it was found that school principals exhibit high levels of sustainable leadership behaviors
Summary
Political, technological and economic life and globalization affect the philosophies, cultures and strategies of organizations. From the point of view of educational organizations, school principals will be described as successful leaders when they have the ability to recognize their own personal feelings, be aware of their limits, understand and attach importance to the feelings of others, control stress and anger, be empathetic, and be successful in human relations (Ergin, 2008; Ismayılov, 2019). This seems to be closely related to the emotional intelligence levels of leaders
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