Emotional intelligence in educational leadership: a systematic review of impacts and challenges

Abstract

Emotional intelligence (EI) is increasingly recognized as a key factor in educational leadership; however, its role across various leadership frameworks, including those related to gender, barriers, and professional development, remains fragmented. This study conducted a systematic literature review of 18 peer-reviewed articles published between 2020 and 2025, guided by PRISMA 2020 protocols. Studies were identified in Scopus, Web of Science, ERIC, and Google Scholar. Inclusion was limited to English-language, peer-reviewed research on EI in educational leadership. Two reviewers independently screened and coded the studies, resolving disagreements through discussion. EI was found to enhance leadership effectiveness across transformational, instructional, and distributed models, with the strongest evidence for transformational leadership. Gender-based differences were modest and context-dependent. Barriers such as administrative overload and cultural resistance limited EI practice, while mentorship, supportive cultures, and policy recognition acted as enablers. Training was most effective when embedded in long-term professional development, whereas short workshops produced only temporary gains. The results suggest that EI should be considered a universal leadership competency shaped by both individual abilities and systemic conditions. The review contributes theoretically by integrating major EI models and practically by recommending that ministries and school boards embed EI into certification, professional learning, and workload policies.