Arab Educational Information Network

In recent years, emotional intelligence (EI) gained increasing attention as a critical competency for effective leadership (Goleman, 1995; Salovey and Mayer, 1997). According to Goleman (1995), emotionally intelligent leaders demonstrated self-awareness, self-regulation, motivation, empathy, and strong social skills, all of which were essential for managing interpersonal challenges. In educational settings, these competencies were particularly valuable, as school leaders had to balance leadership demands with the emotional and social needs of their school communities. Conflict resolution was a core leadership skill for school leaders (Rogers, 1951; Van Der zee and Boshoff, 2010). Effective conflict resolution required active listening, empathy, clear communication, problem-solving, and negotiation skills. Leaders who possessed strong emotional intelligence were better equipped to manage emotions during stressful situations, understand multiple perspectives, and guide conflicting parties toward constructive solutions. On the other hand, limited emotional awareness or poor emotional regulation could escalate conflicts, damage relationships, and negatively affect the learning environment. In the Lebanese educational context, school leaders faced additional challenges that intensified the need for emotional intelligence. Political instability, economic difficulty, social diversity, and increased stress levels among educators and families contributed to increased tensions within schools. Schools in the Metn area, while grounded in strong moral and educational values, were not immune to these pressures. Despite the growing global recognition of emotional intelligence as a leadership competency, limited research had examined its role in conflict resolution among school leaders in Lebanon. This research aimed to explore the relationship between EI and conflict resolution skills among school leaders at schools in the Metn area. A convenience sample of one hundred fifty school leaders participated in the study, with each completing an EI self-assessment that measured overall EI, and a conflict resolution scenario case study, evaluated with a rubric that assessed conflict resolution skills. The study collected quantitative data using the above-mentioned tools to measure ei and conflict resolution abilities. The findings of this study helped determine whether having high or low ei affects an individual’s conflict resolution skills. Using a quantitative causal-comparative research design, the study's results were analyzed through descriptive statistics and an inferential T-test. At the end of the study, a set of recommendations for improving conflict resolution practices among school leaders was provided. (Author's abstract)