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Abstract
This study focuses on investigating specific aspects of emotional intelligence used by two Directors of Supervisors in the Office of Education in Saudi Arabia and the effectiveness of their leadership. This study is founded on theories which advocate for the use of emotional intelligence by leaders as essential for realising effective school and pupil outcomes and sought to provide insight to aid in the effective implementation of educational reforms in Saudi Arabia and improve the overall educational practice for education practitioners in the country. The study aimed to examine whether specific elements of emotional intelligence employed by the Directors are linked to certain behaviours associated with leadership effectiveness. The study utilised Goleman’s 1995 model of intelligence to investigate whether the Directors exhibit different aspects of emotional intelligence in their leadership by collecting data from a conveniently selected sample of 22 participants based in two Offices of Directors of Educational Supervision in Asir region, Saudi Arabia. It considered the Directors’ own perspectives with regards to their use of emotional intelligence to lead their teams effectively through interviews as well as the perspective of 10 supervisors in each office regarding their thoughts of the head teachers’ actions through questionnaires. In this study, the questionnaires administered and interviews conducted aims to establish whether the Directors demonstrated the five key elements of emotional intelligence entrenched within Goleman’s 1995 model in their leadership.