A qualitative study on the emotional intelligence of educational administrators in different cultural contexts

A qualitative study on the emotional intelligence of educational administrators in different cultural contexts | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article A qualitative study on the emotional intelligence of educational administrators in different cultural contexts Mehmet Ali YARIM This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-8533961/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract The aim of this research is to examine teachers' perceptions of school administrators' emotional intelligence in different cultural contexts. The study aims to reveal how emotional intelligence is interpreted in educational leadership by comparing the experiences of teachers working in Turkey and Turkish teachers working in schools in Azerbaijan. The research was conducted using a case study approach, a qualitative research design. The study group consisted of 20 teachers in total: 10 teachers working in schools in Turkey and 10 Turkish teachers working in schools in Azerbaijan. Data were collected through a semi-structured interview form and analyzed using content analysis. The research findings show that teachers primarily evaluate school administrators' emotional intelligence through the dimensions of empathy, emotion management, communication skills, and supporting teacher motivation. In the Turkish context, the perception of administrators exhibiting a more controlled and bureaucratic leadership approach is prominent, while in the Azerbaijani context, it was determined that administrators exhibit a more relationship-oriented attitude and openly express their emotions. Furthermore, it was found that administrators perceived as having a high level of emotional intelligence strengthen teacher motivation and the perception of psychological security; It has been shown that a lack of emotional awareness is associated with loss of motivation and emotional burnout. In conclusion, this research demonstrates that emotional intelligence is a multidimensional construct influenced by cultural and organizational contexts in educational leadership; it draws attention to the importance of emotional intelligence and cultural sensitivity-focused practices in the training and professional development processes of educational administrators. YARIM, D. D. (2026). A qualitative study on the emotional intelligence of educational administrators in different cultural contexts. Zenodo. https://doi.org/10.5281/zenodo.18155261 Educational Philosophy and Theory Emotional intelligence educational leadership school administrators teacher perceptions cross-cultural comparison qualitative research Introduction In recent years, structural and demographic transformations in education systems have made educational institutions increasingly complex and multicultural organizations. Globalization, increased migration, and cultural diversity necessitate a leadership approach that centers emotional and social skills, moving beyond the roles of educational administrators who are solely limited to managerial and academic responsibilities (Bush, 2020 ). In this context, the ability of educational administrators to establish effective relationships with stakeholders from diverse cultural backgrounds largely depends on their emotional intelligence competencies. Emotional intelligence is defined as an individual's capacity to recognize, understand, regulate, and direct their own emotions and the emotions of others into purposeful behaviors (Mayer, Salovey, & Caruso, 2004 ). Since educational organizations are social structures where intense interpersonal interactions occur, the emotional intelligence levels of administrators have a decisive impact on many critical variables such as school climate, teacher motivation, organizational commitment, and conflict management (Leithwood, Harris, & Hopkins, 2020 ). While the number of studies examining the relationship between emotional intelligence and educational leadership is increasing in the literature, a significant portion of these studies are based on quantitative methods and are limited to a single cultural context (Harms & Credé, 2010 ). However, the ways in which emotions are expressed, the acceptability of emotional responses, and the use of emotions in interpersonal relationships are shaped by cultural norms (Hofstede, 2011 ). This raises the question of how emotional intelligence is understood and applied in a cross-cultural context. Qualitative studies that address the emotional intelligence of educational administrators within different cultural contexts have the potential to reveal the contextual and interpretive dimensions of this concept more deeply. Qualitative research makes it possible to understand administrators' experiences, perceptions, and leadership practices within their own cultural contexts (Creswell & Poth, 2018 ). Accordingly, the aim of this study is to examine how educational administrators experience their emotional intelligence in different cultural contexts and how these experiences are reflected in their managerial practices. This study aims to contribute to overcoming methodological and contextual limitations in existing research by offering a cross-cultural and qualitative perspective on the literature on emotional intelligence and educational leadership. Theoretical Framework Theoretical Foundations of the Concept of Emotional Intelligence The concept of emotional intelligence developed in response to criticisms that cognitive intelligence was insufficient to explain individual success. Mayer and Salovey (1997) considered emotional intelligence as an individual's capacity to process emotional information and explained this concept in four basic dimensions: perceiving emotions, facilitating thinking through emotions, understanding emotions, and regulating emotions. This model holds an important place in the literature because it defines emotional intelligence as an ability integrated with cognitive processes. Goleman (1998), on the other hand, addressed emotional intelligence in the context of leadership and organizational effectiveness, proposing a model consisting of self-awareness, self-regulation, motivation, empathy, and social skills. This approach, widely used especially in educational leadership research, emphasizes the impact of managers' emotional competencies on organizational performance. The ability of educational administrators to empathize, manage relationships, and control their emotional responses is considered among the fundamental elements of effective school leadership. Educational Leadership and Emotional Intelligence Educational leadership is a process that aims not only to achieve goals but also to make human relationships sustainable and meaningful. Schools are organizations where intense emotional interactions occur between teachers and students, and these interactions are directly affected by the leadership styles of administrators (Day & Gu, 2014). In this context, emotional intelligence stands out as a critical competency that strengthens the human dimension of educational leadership. Research shows that educational administrators with high levels of emotional intelligence create more positive school climates, develop stronger relationships with teachers, and manage change processes more effectively (Leithwood et al., 2020). It is also stated that these administrators adopt more constructive strategies in conflict situations and exhibit leadership that supports teacher motivation. Cultural Context and Emotional Intelligence Culture is a fundamental social framework that determines how individuals perceive, express, and manage their emotions. Hofstede's (2011) theory of cultural dimensions shows that the differences between individualistic and collectivist cultures are also reflected in forms of emotional expression. While emotional cohesion and group cohesion are prioritized in collectivist cultures, individual emotional expression is more encouraged in individualistic cultures. These differences indicate that emotional intelligence is a contextual competence shaped by cultural norms rather than a universal construct (Matsumoto & Hwang, 2012). The cultural environment in which educational administrators work directly affects their ways of empathizing, their leadership approaches, and their emotional responses. Therefore, emotional intelligence needs to be addressed from a cross-cultural perspective within the context of educational leadership. Theoretical Significance of the Qualitative Approach Qualitative research methods offer a significant theoretical and methodological advantage in understanding the reflections of emotional intelligence within a cultural context. The qualitative approach allows for in-depth examination of the emotional experiences of educational administrators and how these experiences are reflected in their leadership practices (Patton, 2015). Phenomenological and case study designs, in particular, are effective methods for revealing the appearance of emotional intelligence in daily managerial practices. This study aims to reinterpret the concept of emotional intelligence through the experiences of educational administrators by addressing it in a cross-cultural context. Thus, it is based on the assumption that emotional intelligence is a dynamic, contextually sensitive, and culturally constructed construct in the context of educational leadership. The main purpose of this research is to examine teachers' perceptions of school administrators' emotional intelligence in different cultural contexts. In line with this purpose, the following questions were addressed in the research: 1. What are teachers' perceptions of school administrators' emotional intelligence? 2. Through which behaviors and practices do teachers evaluate the emotional intelligence of school administrators? 3. What are the similarities and differences between the perceptions of school administrators regarding their emotional intelligence among teachers working in Turkey and Turkish teachers working in schools in Azerbaijan? 4. How do the empathy, emotional awareness, and emotion management skills of school administrators reflect on teachers' experiences? 5. According to teachers' perceptions, how do the emotional intelligence levels of school administrators affect teacher motivation and perceptions of psychological safety? 6. How does the cultural and organizational context shape the ways in which school administrators demonstrate their emotional intelligence from the teachers' perspective? METHOD Model of the research This research is designed within the framework of a qualitative research approach, aiming to deeply examine the emotional intelligence experiences of educational administrators in different cultural contexts. A phenomenological design was adopted because the study focuses on the participants' experiences and the meanings they attribute to these experiences. Phenomenology is a research approach that aims to reveal how individuals experience a particular phenomenon and how they assign meaning to these experiences (Creswell & Poth, 2018). In this context, the study examined how educational administrators experience their emotional intelligence within the framework of cultural norms, values, and managerial practices. Participants The participants in this study consisted of a total of 20 teachers: 10 teachers working in schools in Turkey and 10 Turkish teachers working in schools in Azerbaijan. Maximum diversity sampling, a type of purposeful sampling, was used to select the teachers for this study. This approach allows for a comparative examination of the experiences of teachers working in different cultural and organizational contexts (Patton, 2015). The following criteria were considered in determining the participants: • Working in a national education institution, • Having at least three years of professional experience, • Actively teaching in Turkey or Azerbaijan, • Voluntarily agreeing to participate in the study. The fact that the teachers working in Azerbaijan are Turkish citizens makes it possible to examine the cultural context of the study through a common language and professional training, while also allowing for a comparative assessment of the impact of working in different countries and education systems on emotional experiences. To ensure the anonymity of the participants, the teachers were coded as Ö1, Ö2, …, Ö20. Data Collection Tools and Data Collection Process In this study, a semi-structured interview technique was used as a data collection tool. Semi-structured interviews are frequently preferred in qualitative research because they allow participants to express their experiences regarding emotional intelligence in their own words (Creswell & Poth, 2018). The interview questions were prepared by the researcher based on the literature on emotional intelligence, educational leadership, and cultural context, and finalized in line with the opinions of field experts. The interview form included open-ended questions aimed at revealing teachers' perceptions of school administrators' emotional intelligence, the reflections of cultural differences on managerial attitudes, and the impact of this situation on teacher-administrator relationships. The data collection process was carried out during the 2025–2026 academic year. Interviews with teachers working in Turkey were conducted face-to-face or through online platforms, while interviews with teachers in Azerbaijan were mainly conducted online. Each interview lasted an average of 40–60 minutes, and audio recordings were made with the participants' consent. After the interviews, the audio recordings were transcribed by the researcher and prepared for data analysis. In accordance with ethical principles, participants were informed of the purpose of the research, participation was voluntary, and it was ensured that the data obtained would be used solely for scientific purposes. Analysis of Data The qualitative data obtained in the research were analyzed using the content analysis method. Content analysis is an analytical approach that aims to systematically reveal meaningful patterns, themes, and concepts based on the opinions of the participants (Miles, Huberman, & Saldaña, 2014). The analysis process consisted of the following stages: 1. Data Preparation: Interview recordings were transcribed verbatim, and each interview text was read repeatedly to ensure familiarity with the data. 2. Open Coding: Meaningful expressions reflecting teachers' perceptions of school administrators' emotional intelligence were coded. During the coding process, the expressions used by the teachers were preserved as much as possible. 3. Theme Creation: Similar codes were grouped together to create sub-themes, and these sub-themes were grouped under higher-level themes. 4. Comparative Interpretation: The opinions of teachers working in Turkey and Turkish teachers working in schools in Azerbaijan were compared and interpreted based on the cultural context. To enhance the reliability of the research, the coding and theme creation process was reviewed by a field expert experienced in qualitative research, and codes where consensus could not be reached were revised. Furthermore, the credibility of the findings was increased by supporting them with direct quotations from participant statements (Creswell & Poth, 2018). Results The research findings reveal that teachers' perceptions of school administrators' emotional intelligence differ according to the country and cultural context in which they work. The analysis identified four main themes and sub-themes related to these themes. The findings obtained from the data collected from the participants are shown Table 1. Table 1 . Findings Regarding the Emotional Intelligence of School Administrators According to Teachers' Opinions Themeheme Sub-them(Kode) Description Sample Participant Statements 1. Administrators' Ways of Managing Emotions Emotional control and distance Teachers working in Turkey stated that administrators' suppression of emotions was perceived as an indicator of professionalism. "He doesn't show his emotions much, this maintains order in the school but creates distance." (T3 – Turkey) Emotional openness and sincerity Teachers working in schools in Azerbaijan emphasized that administrators' open expression of emotions strengthened communication. "When the administrator shares his/her emotions, we feel more valued." (T14 – Azerbaijan) 2. Empathy and Level of Understanding Teachers Understanding the teacher's personal and professional situation Teachers expressed that administrators' empathic approach increased professional motivation. "It's important that he/she understands me not just as a teacher, but as a human being." (T7 – Turkey) Alienation due to lack of empathy Lack of empathy creates disconnection and loss of belonging in teacher-administrator relationships. "When our problems are not listened to, our commitment to the school decreases." (T18 – Azerbaijan) 3. Reflection of Cultural Context on Managerial Attitudes Bureaucratic structure and formality In the Turkish context, it was stated that administrators behave in a more rule and regulation-oriented manner. "Regulations push the administrator to be more formal." (T1 – Turkey) Relationship orientation and cultural flexibility It was stated that in schools in Azerbaijan, relationships and human contact are more prominent. "Relationships are warmer, which makes the administrator more empathetic." (T12 – Azerbaijan) 4. Impact of Emotional Intelligence on Teacher Motivation Trust and psychological safety It was observed that administrators with high emotional intelligence create a sense of trust among teachers. "An environment where I can express myself comfortably motivates me." (T5 – Turkey) Loss of motivation and emotional exhaustion Lack of emotional awareness increases the feeling of burnout among teachers. "When I feel misunderstood, my enthusiasm for work decreases." (T19 – Azerbaijan) Table 1 reveals that teachers' perceptions of school administrators' emotional intelligence are clustered around four main themes. The findings show that how administrators manage their emotions directly affects the quality of teacher-administrator relationships and the school climate. While teachers working in Turkey stated that administrators exhibited an attitude prioritizing emotional control and distance, Turkish teachers working in schools in Azerbaijan emphasized that administrators expressed their emotions more openly and sincerely. This situation shows that the ways in which emotional intelligence is displayed can differ according to cultural and organizational context. The second theme in the table reveals that empathy skills are perceived by teachers as the most prominent indicator of emotional intelligence. Teachers stated that empathetic approaches of administrators who understand their professional and personal situations strengthen motivation and a sense of belonging. In contrast, a lack of empathy was associated with alienation and decreased commitment to the institution among teachers. This finding shows that emotional intelligence in educational leadership is not only an individual competence but also a relational process. The third theme clearly demonstrates the influence of cultural context on managerial attitudes. While managers in Turkey are reported to adopt a more bureaucratic and formal management approach, teachers working in schools in Azerbaijan stated that managers exhibit a more relationship-oriented and flexible approach. This shows that individuals with the same cultural background can have different managerial experiences within different national education systems. The final theme reveals the decisive influence of school administrators' emotional intelligence levels on teacher motivation. Teachers stated that managers with high emotional intelligence create a sense of trust and psychological security; conversely, a lack of emotional awareness leads to loss of motivation and emotional burnout. Overall, the table findings support the idea that emotional intelligence, in the context of educational leadership, is a culturally sensitive, contextual construct that gains meaning through teacher experiences. Discussion and Conclusion This research qualitatively examines the perceptions of school administrators regarding the emotional intelligence of teachers working in Türkiye and Turkish teachers working in schools in Azerbaijan. The findings reveal that the emotional intelligence of educational administrators is strongly perceived by teachers, and these perceptions differ according to the cultural and organizational context of the country in which they work. The fact that teachers with the same ethnic and linguistic background experience similar managerial behaviors differently in different national education systems shows that emotional intelligence is not a universal competency, but a dynamic phenomenon shaped by cultural and structural factors. Cultural Coding of Emotional Expression Styles The first finding of the research shows that the ways in which administrators manage and express their emotions directly affect the school climate. In the Turkish context, perceptions that administrators exhibit a more controlled and distant attitude coincide with Hofstede's (2011) emphasis on high power distance and bureaucratic structure. The teachers' statements, such as "They don't show their emotions much, they maintain order in this school but create distance," reveal that emotional control is perceived as an indicator of professionalism but also creates relational distance. This situation can be interpreted as the centralized structure and dense regulatory network in the Turkish education system pushing administrators to be more formal and distant. In contrast, the fact that teachers working in schools in Azerbaijan perceive administrators as more open and sincere shows that the cultural context shapes leadership behaviors. The statement, "We feel more valued when the administrator shares their emotions," reveals that emotional openness directly contributes to teacher well-being. This finding supports the view that emotional intelligence is a contextually exhibited competency rather than a universal construct (Matsumoto & Hwang, 2012). Interestingly, in both contexts, managers exhibit emotional intelligence, but this intelligence manifests in different ways. In Türkiye, emotional self-regulation is emphasized, while in Azerbaijan, emotional expression and sincerity are valued. A particularly noteworthy finding is that teachers with the same ethnic and cultural background experience managerial emotional intelligence differently depending on the education system of the country in which they work. This demonstrates that emotional intelligence is not merely an individual trait, but a competency that is either limited or facilitated by systemic conditions. The statement in Türkiye, "Regulations push managers to be more formal," highlights the power of structural determinism, while the statement in Azerbaijan, "Relationships are warmer, which makes managers more empathetic," shows how organizational culture affects emotional intelligence performance. Empathy: The Cornerstone of Educational Leadership The findings obtained under the second theme reveal that empathy skills are perceived by teachers as the most fundamental indicator of administrators' emotional intelligence. Teachers' statements such as "It is important that they understand me not only as a teacher but also as a human being" emphasize the need for holistic recognition and being seen. This finding shows that teachers expect to be accepted not only for their professional roles but also for their personal lives, emotions, and experiences. Teachers' expectations of being understood and supported by administrators point to the relational nature of educational leadership. These results are consistent with previous studies highlighting the strong relationship between emotional intelligence and effective educational leadership (Day & Gu, 2014; Leithwood et al., 2020). In particular, the statement "Our commitment to school decreases when our problems are not listened to" shows that empathy is not just a soft skill, but rather a cornerstone of organizational commitment and belonging. The findings also reveal that a lack of empathy creates disconnection and alienation in teacher-administrator relationships. This situation can be explained by Blase and Blase's (2004) micropolitics theory: Non-empathetic managerial behaviors lead to reactions such as distrust, withdrawal, and resistance in teachers. Alienation due to a lack of empathy negatively affects teachers' professional identities and causes them to become emotionally detached from the school community. In both contexts, the fact that teachers emphasize empathy as the most critical indicator of managerial emotional intelligence suggests that this skill has universal importance that transcends cultural boundaries. However, how empathy is expressed and perceived also differs according to the cultural context. The Role of Structural and Cultural Factors in Limiting or Facilitating Emotional Intelligence The third theme that emerged in the research shows that cultural and organizational contexts shape managerial attitudes. The fact that teachers with the same cultural background work in different national education systems affects how managerial practices are perceived. This finding constitutes one of the most original contributions of the study: Emotional intelligence is a performance shaped and limited by the systemic structure in which it is situated, rather than an individual capacity. The bureaucratic structure and formality observed in the Turkish context directly affect how managers use their emotional intelligence capacity. The centralized education system, intense pressure for accountability, and detailed regulatory network push managers to be rule-oriented and less flexible. This situation shows that although managers potentially have high emotional intelligence capacity, they cannot fully utilize this capacity in their relationships with teachers. In contrast, the more flexible and relationship-oriented organizational structure in Azerbaijan allows managers more space to demonstrate their emotional intelligence. The statement, "Relationships are warmer, which makes the manager more empathetic," demonstrates how organizational culture facilitates the emergence of emotional intelligence. This reveals that training leadership should be evaluated not only in terms of individual characteristics but also in conjunction with systemic and cultural factors (Bush, 2020). This finding offers an important implication for emotional intelligence training and leadership development programs: Individual training aimed at increasing managers' emotional intelligence capacity will have limited impact if systemic and structural barriers are not removed. Therefore, training policies need to provide managers with greater autonomy, decision-making authority, and flexibility. Emotional Intelligence and Teacher Well-being: From Motivation to Burnout Finally, the effect of emotional intelligence on teacher motivation has been clearly demonstrated in this study. Teachers stated that managers with high emotional intelligence create an environment of trust and psychological security. The statement, "An environment where I can express myself comfortably motivates me," shows how critical psychological security is for teacher performance. This finding is consistent with Edmondson's (1999) concept of psychological security: Teachers exhibit higher motivation and performance in environments where they feel safe and have the freedom to make mistakes and learn. The findings also reveal that emotional intelligence has a two-way effect on teacher motivation. Positively, high emotional intelligence creates trust, belonging, and professional satisfaction; negatively, a lack of empathy results in loss of motivation and emotional exhaustion. The statement, "When I feel misunderstood, my enthusiasm for work decreases," shows that emotional neglect can be the starting point on the road to teacher burnout. This finding supports the idea that emotional intelligence is a critical leadership competency for teachers' professional well-being (Harms & Credé, 2010). Especially in today's world, where teacher burnout has become a global problem, managerial emotional intelligence should be considered a preventative factor in protecting teacher well-being. The findings indicate that emotional intelligence is not only a performance-enhancing element but also a factor influencing teachers' intention to stay in the profession. Theoretical and Practical Implications This research offers three fundamental contributions to the emotional intelligence literature. First, it demonstrates that emotional intelligence cannot be measured and evaluated independently of its cultural and structural context. Second, it highlights the importance of examining emotional intelligence from the perspective of the "receiver" (teacher) rather than the "sender" (manager). Third, it shows that there can be culturally context-specific tensions and balances between different dimensions of emotional intelligence (self-regulation, empathy, relationship management). From a practical standpoint, the research findings offer significant implications for education policies and manager development programs. First, emotional intelligence competencies need to be given more consideration in the manager selection and appointment processes. Second, it is important that manager training programs are culturally context-sensitive and that approaches compatible with local cultural values are developed instead of directly transferring Western emotional intelligence models. Third, it is observed that the excessively bureaucratic structure in Türkiye restricts the use of emotional intelligence by managers; therefore, it is recommended that managers be provided with greater autonomy and flexibility. Limitations and Future Research This study has some limitations. First, the findings are limited to the experiences of Turkish teachers working in Turkey and Azerbaijan and cannot be directly generalized to other cultural contexts. Second, only the teacher perspective was examined; the administrators' own perceptions and self-assessments of emotional intelligence were not included in the research. Third, while the qualitative research design allows for in-depth understanding, it does not allow for quantitative generalizations. The following suggestions can be offered for future research: (1) Studies can be conducted that comparatively examine the perspectives of administrators and teachers. (2) Quantitative research can be conducted to test which dimension of emotional intelligence (awareness, management, empathy, social skills) is more effective in which context. (3) Longitudinal studies can be designed to examine the long-term effects of administrator emotional intelligence on teacher performance, burnout, and school effectiveness. (4) The generalizability of the findings can be tested by conducting similar comparative studies in different cultural contexts (such as the Central Asian Turkic republics). Conclusion This research has revealed that the emotional intelligence of school administrators has a strong influence on teacher perceptions, motivation, and school climate. The findings show that while emotional intelligence is a universal competency, it is also a dynamic phenomenon shaped by cultural and structural factors. Differences in the contexts of Turkey and Azerbaijan reveal that even teachers of the same ethnic background experience managerial emotional intelligence differently in different organizational systems. Empathy stands out as the most critical indicator of managerial emotional intelligence in both contexts. The need for teachers to be seen and understood not only for their professional roles but also for their human aspects underscores the relational nature of educational leadership. The direct impact of emotional intelligence on teacher motivation, belonging, and professional well-being demonstrates that this competency has an indispensable importance in educational administration. In conclusion, for effective educational leadership, administrators need to possess not only managerial and pedagogical competencies but also a high level of emotional intelligence. However, for this intelligence to emerge and be effective, it is essential that education systems provide structures that allow administrators autonomy, flexibility, and opportunities for relationship-building. Declarations This study has been approved by the Atatürk University Legal Counsel's Office with ethics committee approval dated 27.01.2022 and numbered 2200028227 Author contributions All sections of the article were written by the author. Consent for Publication Consent for publication was obtained from all participants. A consent form was signed for this purpose. Participants gave informed consent. Ethical approval The study was conducted in accordance with the Declaration of Helsinki. Informed consent The authors also obtained informed consent from all participants and/or their legal guardians. Informed consent The purpose, scope and processes of the research were explained to the participants and their consent was obtained. 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(2021). Leadership: Theory and practice (9th ed.). SAGE Publications. Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality , 9 (3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG Yukl, G. (2013). Leadership in organizations (8th ed.). Pearson Education. Additional Declarations The authors declare no competing interests. Cite Share Download PDF Status: Posted Version 1 posted You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-8533961","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":570370949,"identity":"5f22ed48-367a-48ea-a5e0-d5967e60ef1d","order_by":0,"name":"Mehmet Ali YARIM","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA/ElEQVRIiWNgGAWjYBACCSidwMDD3HDgYwOIzdh4gEgtjA0HZzaABBgbiNfCzNsAEcCrRbL97MOPPyoO5/HzHGw8bLvDpk63/TDQlhqbaFxapHnSjSUkzhwuluxtbDiceyZNwuxMIlDLsbTcBhxa5BjSGCQM2w4nbjjPCNTSdljC7ABQC4iNUwv/M+Yfif8OJ+4HabEEaTn/EL8WaYk0NomDDUBbeIEOYwRpuUHAFskZz9gsG46lF0ucOdhwsLctTXLbDaAtCXj8InE+jfnmjxrrPP6e5MMffrbZ8JudT3/44EONDU4tUNCMxk/ArxwE6ggrGQWjYBSMgpELAO5UaOayqMDFAAAAAElFTkSuQmCC","orcid":"https://orcid.org/0000-0002-8168-8526","institution":"Ministry of Education","correspondingAuthor":true,"prefix":"","firstName":"Mehmet","middleName":"Ali","lastName":"YARIM","suffix":""}],"badges":[],"createdAt":"2026-01-06 17:41:51","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-8533961/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-8533961/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":100016558,"identity":"983df509-9f3e-4b9a-8e15-18fc8d8ac1bb","added_by":"auto","created_at":"2026-01-12 07:00:12","extension":"docx","order_by":0,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":46649,"visible":true,"origin":"","legend":"","description":"","filename":"farklkltrler.docx","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/aab8644dee6671bfbc08938c.docx"},{"id":100016557,"identity":"2099469a-c9a4-4496-adec-1157480d7da6","added_by":"auto","created_at":"2026-01-12 07:00:12","extension":"json","order_by":1,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":342,"visible":true,"origin":"","legend":"","description":"","filename":"rs8533961.json","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/a1f7316097bdb29488e418ab.json"},{"id":100362729,"identity":"98c4617c-57df-4988-a448-f0cc237fa9cb","added_by":"auto","created_at":"2026-01-16 07:47:57","extension":"xml","order_by":2,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":71766,"visible":true,"origin":"","legend":"","description":"","filename":"rs85339610enriched.xml","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/d49f44919be879c3914327a6.xml"},{"id":100362673,"identity":"5f19408a-2f24-4ff4-a935-f44e8b60a95f","added_by":"auto","created_at":"2026-01-16 07:47:52","extension":"xml","order_by":3,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":68315,"visible":true,"origin":"","legend":"","description":"","filename":"rs85339610structuring.xml","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/78b4c8950a877b9789dbc063.xml"},{"id":100016559,"identity":"7f2868d5-a520-4fa8-bfcf-32ef03f7b09c","added_by":"auto","created_at":"2026-01-12 07:00:13","extension":"html","order_by":4,"title":"","display":"","copyAsset":false,"role":"acdc-reference","size":77478,"visible":true,"origin":"","legend":"","description":"","filename":"earlyproof.html","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/a9ca4906303152b219bddd68.html"},{"id":100381281,"identity":"9b8f406a-1a7c-4b18-b16b-8f918a892061","added_by":"auto","created_at":"2026-01-16 10:37:45","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":618866,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-8533961/v1/1736ed5e-3d22-4697-938b-a819f50238bd.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eA qualitative study on the emotional intelligence of educational administrators in different cultural contexts\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"Introduction","content":"\u003cp\u003eIn recent years, structural and demographic transformations in education systems have made educational institutions increasingly complex and multicultural organizations. Globalization, increased migration, and cultural diversity necessitate a leadership approach that centers emotional and social skills, moving beyond the roles of educational administrators who are solely limited to managerial and academic responsibilities (Bush, \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). In this context, the ability of educational administrators to establish effective relationships with stakeholders from diverse cultural backgrounds largely depends on their emotional intelligence competencies. Emotional intelligence is defined as an individual's capacity to recognize, understand, regulate, and direct their own emotions and the emotions of others into purposeful behaviors (Mayer, Salovey, \u0026amp; Caruso, \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2004\u003c/span\u003e). Since educational organizations are social structures where intense interpersonal interactions occur, the emotional intelligence levels of administrators have a decisive impact on many critical variables such as school climate, teacher motivation, organizational commitment, and conflict management (Leithwood, Harris, \u0026amp; Hopkins, \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e2020\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eWhile the number of studies examining the relationship between emotional intelligence and educational leadership is increasing in the literature, a significant portion of these studies are based on quantitative methods and are limited to a single cultural context (Harms \u0026amp; Cred\u0026eacute;, \u003cspan citationid=\"CR5\" class=\"CitationRef\"\u003e2010\u003c/span\u003e). However, the ways in which emotions are expressed, the acceptability of emotional responses, and the use of emotions in interpersonal relationships are shaped by cultural norms (Hofstede, \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2011\u003c/span\u003e). This raises the question of how emotional intelligence is understood and applied in a cross-cultural context. Qualitative studies that address the emotional intelligence of educational administrators within different cultural contexts have the potential to reveal the contextual and interpretive dimensions of this concept more deeply. Qualitative research makes it possible to understand administrators' experiences, perceptions, and leadership practices within their own cultural contexts (Creswell \u0026amp; Poth, \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2018\u003c/span\u003e). Accordingly, the aim of this study is to examine how educational administrators experience their emotional intelligence in different cultural contexts and how these experiences are reflected in their managerial practices.\u003c/p\u003e \u003cp\u003eThis study aims to contribute to overcoming methodological and contextual limitations in existing research by offering a cross-cultural and qualitative perspective on the literature on emotional intelligence and educational leadership.\u003c/p\u003e"},{"header":"Theoretical Framework","content":"\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTheoretical Foundations of the Concept of Emotional Intelligence\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe concept of emotional intelligence developed in response to criticisms that cognitive intelligence was insufficient to explain individual success. Mayer and Salovey (1997) considered emotional intelligence as an individual\u0026apos;s capacity to process emotional information and explained this concept in four basic dimensions: perceiving emotions, facilitating thinking through emotions, understanding emotions, and regulating emotions. This model holds an important place in the literature because it defines emotional intelligence as an ability integrated with cognitive processes.\u003c/p\u003e\n\u003cp\u003eGoleman (1998), on the other hand, addressed emotional intelligence in the context of leadership and organizational effectiveness, proposing a model consisting of self-awareness, self-regulation, motivation, empathy, and social skills. This approach, widely used especially in educational leadership research, emphasizes the impact of managers\u0026apos; emotional competencies on organizational performance. The ability of educational administrators to empathize, manage relationships, and control their emotional responses is considered among the fundamental elements of effective school leadership.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEducational Leadership and Emotional Intelligence\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eEducational leadership is a process that aims not only to achieve goals but also to make human relationships sustainable and meaningful. Schools are organizations where intense emotional interactions occur between teachers and students, and these interactions are directly affected by the leadership styles of administrators (Day \u0026amp; Gu, 2014). In this context, emotional intelligence stands out as a critical competency that strengthens the human dimension of educational leadership.\u003c/p\u003e\n\u003cp\u003eResearch shows that educational administrators with high levels of emotional intelligence create more positive school climates, develop stronger relationships with teachers, and manage change processes more effectively (Leithwood et al., 2020). It is also stated that these administrators adopt more constructive strategies in conflict situations and exhibit leadership that supports teacher motivation.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eCultural Context and Emotional Intelligence\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eCulture is a fundamental social framework that determines how individuals perceive, express, and manage their emotions. Hofstede\u0026apos;s (2011) theory of cultural dimensions shows that the differences between individualistic and collectivist cultures are also reflected in forms of emotional expression. While emotional cohesion and group cohesion are prioritized in collectivist cultures, individual emotional expression is more encouraged in individualistic cultures. These differences indicate that emotional intelligence is a contextual competence shaped by cultural norms rather than a universal construct (Matsumoto \u0026amp; Hwang, 2012). The cultural environment in which educational administrators work directly affects their ways of empathizing, their leadership approaches, and their emotional responses. Therefore, emotional intelligence needs to be addressed from a cross-cultural perspective within the context of educational leadership.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003e\u003cem\u003eTheoretical Significance of the Qualitative Approach\u003c/em\u003e\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eQualitative research methods offer a significant theoretical and methodological advantage in understanding the reflections of emotional intelligence within a cultural context. The qualitative approach allows for in-depth examination of the emotional experiences of educational administrators and how these experiences are reflected in their leadership practices (Patton, 2015). Phenomenological and case study designs, in particular, are effective methods for revealing the appearance of emotional intelligence in daily managerial practices.\u003c/p\u003e\n\u003cp\u003eThis study aims to reinterpret the concept of emotional intelligence through the experiences of educational administrators by addressing it in a cross-cultural context. Thus, it is based on the assumption that emotional intelligence is a dynamic, contextually sensitive, and culturally constructed construct in the context of educational leadership.\u003c/p\u003e\n\u003cp\u003eThe main purpose of this research is to examine teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence in different cultural contexts. In line with this purpose, the following questions were addressed in the research:\u003c/p\u003e\n\u003cp\u003e1. What are teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence?\u003c/p\u003e\n\u003cp\u003e2. Through which behaviors and practices do teachers evaluate the emotional intelligence of school administrators?\u003c/p\u003e\n\u003cp\u003e3. What are the similarities and differences between the perceptions of school administrators regarding their emotional intelligence among teachers working in Turkey and Turkish teachers working in schools in Azerbaijan?\u003c/p\u003e\n\u003cp\u003e4. How do the empathy, emotional awareness, and emotion management skills of school administrators reflect on teachers\u0026apos; experiences?\u003c/p\u003e\n\u003cp\u003e5. According to teachers\u0026apos; perceptions, how do the emotional intelligence levels of school administrators affect teacher motivation and perceptions of psychological safety?\u003c/p\u003e\n\u003cp\u003e6. How does the cultural and organizational context shape the ways in which school administrators demonstrate their emotional intelligence from the teachers\u0026apos; perspective?\u003c/p\u003e"},{"header":"METHOD","content":"\u003cp\u003e\u003cstrong\u003eModel of the research\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research is designed within the framework of a qualitative research approach, aiming to deeply examine the emotional intelligence experiences of educational administrators in different cultural contexts. A phenomenological design was adopted because the study focuses on the participants\u0026apos; experiences and the meanings they attribute to these experiences. Phenomenology is a research approach that aims to reveal how individuals experience a particular phenomenon and how they assign meaning to these experiences (Creswell \u0026amp; Poth, 2018).\u003c/p\u003e\n\u003cp\u003eIn this context, the study examined how educational administrators experience their emotional intelligence within the framework of cultural norms, values, and managerial practices.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eParticipants\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe participants in this study consisted of a total of 20 teachers: 10 teachers working in schools in Turkey and 10 Turkish teachers working in schools in Azerbaijan. Maximum diversity sampling, a type of purposeful sampling, was used to select the teachers for this study. This approach allows for a comparative examination of the experiences of teachers working in different cultural and organizational contexts (Patton, 2015).\u003c/p\u003e\n\u003cp\u003eThe following criteria were considered in determining the participants:\u003c/p\u003e\n\u003cp\u003e\u0026bull; Working in a national education institution,\u003c/p\u003e\n\u003cp\u003e\u0026bull; Having at least three years of professional experience,\u003c/p\u003e\n\u003cp\u003e\u0026bull; Actively teaching in Turkey or Azerbaijan,\u003c/p\u003e\n\u003cp\u003e\u0026bull; Voluntarily agreeing to participate in the study.\u003c/p\u003e\n\u003cp\u003eThe fact that the teachers working in Azerbaijan are Turkish citizens makes it possible to examine the cultural context of the study through a common language and professional training, while also allowing for a comparative assessment of the impact of working in different countries and education systems on emotional experiences. To ensure the anonymity of the participants, the teachers were coded as \u0026Ouml;1, \u0026Ouml;2, \u0026hellip;, \u0026Ouml;20.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eData Collection Tools and Data Collection Process\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eIn this study, a semi-structured interview technique was used as a data collection tool. Semi-structured interviews are frequently preferred in qualitative research because they allow participants to express their experiences regarding emotional intelligence in their own words (Creswell \u0026amp; Poth, 2018).\u003c/p\u003e\n\u003cp\u003eThe interview questions were prepared by the researcher based on the literature on emotional intelligence, educational leadership, and cultural context, and finalized in line with the opinions of field experts. The interview form included open-ended questions aimed at revealing teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence, the reflections of cultural differences on managerial attitudes, and the impact of this situation on teacher-administrator relationships. The data collection process was carried out during the 2025\u0026ndash;2026 academic year. Interviews with teachers working in Turkey were conducted face-to-face or through online platforms, while interviews with teachers in Azerbaijan were mainly conducted online. Each interview lasted an average of 40\u0026ndash;60 minutes, and audio recordings were made with the participants\u0026apos; consent.\u003c/p\u003e\n\u003cp\u003eAfter the interviews, the audio recordings were transcribed by the researcher and prepared for data analysis. In accordance with ethical principles, participants were informed of the purpose of the research, participation was voluntary, and it was ensured that the data obtained would be used solely for scientific purposes.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis of Data\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe qualitative data obtained in the research were analyzed using the content analysis method. Content analysis is an analytical approach that aims to systematically reveal meaningful patterns, themes, and concepts based on the opinions of the participants (Miles, Huberman, \u0026amp; Salda\u0026ntilde;a, 2014).\u003c/p\u003e\n\u003cp\u003eThe analysis process consisted of the following stages:\u003c/p\u003e\n\u003cp\u003e1. Data Preparation:\u003c/p\u003e\n\u003cp\u003eInterview recordings were transcribed verbatim, and each interview text was read repeatedly to ensure familiarity with the data.\u003c/p\u003e\n\u003cp\u003e2. Open Coding:\u003c/p\u003e\n\u003cp\u003eMeaningful expressions reflecting teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence were coded. During the coding process, the expressions used by the teachers were preserved as much as possible.\u003c/p\u003e\n\u003cp\u003e3. Theme Creation:\u003c/p\u003e\n\u003cp\u003eSimilar codes were grouped together to create sub-themes, and these sub-themes were grouped under higher-level themes.\u003c/p\u003e\n\u003cp\u003e4. Comparative Interpretation:\u003c/p\u003e\n\u003cp\u003eThe opinions of teachers working in Turkey and Turkish teachers working in schools in Azerbaijan were compared and interpreted based on the cultural context. To enhance the reliability of the research, the coding and theme creation process was reviewed by a field expert experienced in qualitative research, and codes where consensus could not be reached were revised. Furthermore, the credibility of the findings was increased by supporting them with direct quotations from participant statements (Creswell \u0026amp; Poth, 2018).\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003eThe research findings reveal that teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence differ according to the country and cultural context in which they work. The analysis identified four main themes and sub-themes related to these themes. The findings obtained from the data collected from the participants are shown Table 1.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eTable 1\u003c/strong\u003e. Findings Regarding the Emotional Intelligence of School Administrators According to Teachers\u0026apos; Opinions\u003c/p\u003e\n\u003ctable border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"634\"\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eThemeheme\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSub-them(Kode)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eDescription\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u003cstrong\u003eSample Participant Statements\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e1. Administrators\u0026apos; Ways of Managing Emotions\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eEmotional control and distance\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eTeachers working in Turkey stated that administrators\u0026apos; suppression of emotions was perceived as an indicator of professionalism.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;He doesn\u0026apos;t show his emotions much, this maintains order in the school but creates distance.\u0026quot; (T3 \u0026ndash; Turkey)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eEmotional openness and sincerity\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eTeachers working in schools in Azerbaijan emphasized that administrators\u0026apos; open expression of emotions strengthened communication.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;When the administrator shares his/her emotions, we feel more valued.\u0026quot; (T14 \u0026ndash; Azerbaijan)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e2. Empathy and Level of Understanding Teachers\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eUnderstanding the teacher\u0026apos;s personal and professional situation\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eTeachers expressed that administrators\u0026apos; empathic approach increased professional motivation.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;It\u0026apos;s important that he/she understands me not just as a teacher, but as a human being.\u0026quot; (T7 \u0026ndash; Turkey)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eAlienation due to lack of empathy\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eLack of empathy creates disconnection and loss of belonging in teacher-administrator relationships.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;When our problems are not listened to, our commitment to the school decreases.\u0026quot; (T18 \u0026ndash; Azerbaijan)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e3. Reflection of Cultural Context on Managerial Attitudes\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eBureaucratic structure and formality\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eIn the Turkish context, it was stated that administrators behave in a more rule and regulation-oriented manner.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;Regulations push the administrator to be more formal.\u0026quot; (T1 \u0026ndash; Turkey)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eRelationship orientation and cultural flexibility\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eIt was stated that in schools in Azerbaijan, relationships and human contact are more prominent.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;Relationships are warmer, which makes the administrator more empathetic.\u0026quot; (T12 \u0026ndash; Azerbaijan)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd rowspan=\"2\" valign=\"top\" style=\"width: 132px;\"\u003e\n \u003cp\u003e\u003cstrong\u003e4. Impact of Emotional Intelligence on Teacher Motivation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eTrust and psychological safety\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eIt was observed that administrators with high emotional intelligence create a sense of trust among teachers.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;An environment where I can express myself comfortably motivates me.\u0026quot; (T5 \u0026ndash; Turkey)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd valign=\"top\" style=\"width: 113px;\"\u003e\n \u003cp\u003eLoss of motivation and emotional exhaustion\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 150px;\"\u003e\n \u003cp\u003eLack of emotional awareness increases the feeling of burnout among teachers.\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd valign=\"top\" style=\"width: 239px;\"\u003e\n \u003cp\u003e\u0026quot;When I feel misunderstood, my enthusiasm for work decreases.\u0026quot; (T19 \u0026ndash; Azerbaijan)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n\u003c/table\u003e\n\u003cp\u003e\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTable 1 reveals that teachers\u0026apos; perceptions of school administrators\u0026apos; emotional intelligence are clustered around four main themes. The findings show that how administrators manage their emotions directly affects the quality of teacher-administrator relationships and the school climate. While teachers working in Turkey stated that administrators exhibited an attitude prioritizing emotional control and distance, Turkish teachers working in schools in Azerbaijan emphasized that administrators expressed their emotions more openly and sincerely. This situation shows that the ways in which emotional intelligence is displayed can differ according to cultural and organizational context. The second theme in the table reveals that empathy skills are perceived by teachers as the most prominent indicator of emotional intelligence. Teachers stated that empathetic approaches of administrators who understand their professional and personal situations strengthen motivation and a sense of belonging. In contrast, a lack of empathy was associated with alienation and decreased commitment to the institution among teachers. This finding shows that emotional intelligence in educational leadership is not only an individual competence but also a relational process.\u003c/p\u003e\n\u003cp\u003eThe third theme clearly demonstrates the influence of cultural context on managerial attitudes. While managers in Turkey are reported to adopt a more bureaucratic and formal management approach, teachers working in schools in Azerbaijan stated that managers exhibit a more relationship-oriented and flexible approach. This shows that individuals with the same cultural background can have different managerial experiences within different national education systems. The final theme reveals the decisive influence of school administrators\u0026apos; emotional intelligence levels on teacher motivation. Teachers stated that managers with high emotional intelligence create a sense of trust and psychological security; conversely, a lack of emotional awareness leads to loss of motivation and emotional burnout. Overall, the table findings support the idea that emotional intelligence, in the context of educational leadership, is a culturally sensitive, contextual construct that gains meaning through teacher experiences.\u003c/p\u003e"},{"header":"Discussion and Conclusion","content":"\u003cp\u003eThis research qualitatively examines the perceptions of school administrators regarding the emotional intelligence of teachers working in T\u0026uuml;rkiye and Turkish teachers working in schools in Azerbaijan. The findings reveal that the emotional intelligence of educational administrators is strongly perceived by teachers, and these perceptions differ according to the cultural and organizational context of the country in which they work. The fact that teachers with the same ethnic and linguistic background experience similar managerial behaviors differently in different national education systems shows that emotional intelligence is not a universal competency, but a dynamic phenomenon shaped by cultural and structural factors.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eCultural Coding of Emotional Expression Styles\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe first finding of the research shows that the ways in which administrators manage and express their emotions directly affect the school climate. In the Turkish context, perceptions that administrators exhibit a more controlled and distant attitude coincide with Hofstede\u0026apos;s (2011) emphasis on high power distance and bureaucratic structure. The teachers\u0026apos; statements, such as \u0026quot;They don\u0026apos;t show their emotions much, they maintain order in this school but create distance,\u0026quot; reveal that emotional control is perceived as an indicator of professionalism but also creates relational distance. This situation can be interpreted as the centralized structure and dense regulatory network in the Turkish education system pushing administrators to be more formal and distant. In contrast, the fact that teachers working in schools in Azerbaijan perceive administrators as more open and sincere shows that the cultural context shapes leadership behaviors. The statement, \u0026quot;We feel more valued when the administrator shares their emotions,\u0026quot; reveals that emotional openness directly contributes to teacher well-being. This finding supports the view that emotional intelligence is a contextually exhibited competency rather than a universal construct (Matsumoto \u0026amp; Hwang, 2012). Interestingly, in both contexts, managers exhibit emotional intelligence, but this intelligence manifests in different ways. In T\u0026uuml;rkiye, emotional self-regulation is emphasized, while in Azerbaijan, emotional expression and sincerity are valued.\u003c/p\u003e\n\u003cp\u003eA particularly noteworthy finding is that teachers with the same ethnic and cultural background experience managerial emotional intelligence differently depending on the education system of the country in which they work. This demonstrates that emotional intelligence is not merely an individual trait, but a competency that is either limited or facilitated by systemic conditions. The statement in T\u0026uuml;rkiye, \u0026quot;Regulations push managers to be more formal,\u0026quot; highlights the power of structural determinism, while the statement in Azerbaijan, \u0026quot;Relationships are warmer, which makes managers more empathetic,\u0026quot; shows how organizational culture affects emotional intelligence performance.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEmpathy: The Cornerstone of Educational Leadership\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe findings obtained under the second theme reveal that empathy skills are perceived by teachers as the most fundamental indicator of administrators\u0026apos; emotional intelligence. Teachers\u0026apos; statements such as \u0026quot;It is important that they understand me not only as a teacher but also as a human being\u0026quot; emphasize the need for holistic recognition and being seen. This finding shows that teachers expect to be accepted not only for their professional roles but also for their personal lives, emotions, and experiences.\u003c/p\u003e\n\u003cp\u003eTeachers\u0026apos; expectations of being understood and supported by administrators point to the relational nature of educational leadership. These results are consistent with previous studies highlighting the strong relationship between emotional intelligence and effective educational leadership (Day \u0026amp; Gu, 2014; Leithwood et al., 2020). In particular, the statement \u0026quot;Our commitment to school decreases when our problems are not listened to\u0026quot; shows that empathy is not just a soft skill, but rather a cornerstone of organizational commitment and belonging.\u003c/p\u003e\n\u003cp\u003eThe findings also reveal that a lack of empathy creates disconnection and alienation in teacher-administrator relationships. This situation can be explained by Blase and Blase\u0026apos;s (2004) micropolitics theory: Non-empathetic managerial behaviors lead to reactions such as distrust, withdrawal, and resistance in teachers. Alienation due to a lack of empathy negatively affects teachers\u0026apos; professional identities and causes them to become emotionally detached from the school community. In both contexts, the fact that teachers emphasize empathy as the most critical indicator of managerial emotional intelligence suggests that this skill has universal importance that transcends cultural boundaries. However, how empathy is expressed and perceived also differs according to the cultural context.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eThe Role of Structural and Cultural Factors in Limiting or Facilitating Emotional Intelligence\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThe third theme that emerged in the research shows that cultural and organizational contexts shape managerial attitudes. The fact that teachers with the same cultural background work in different national education systems affects how managerial practices are perceived. This finding constitutes one of the most original contributions of the study: Emotional intelligence is a performance shaped and limited by the systemic structure in which it is situated, rather than an individual capacity. The bureaucratic structure and formality observed in the Turkish context directly affect how managers use their emotional intelligence capacity. The centralized education system, intense pressure for accountability, and detailed regulatory network push managers to be rule-oriented and less flexible. This situation shows that although managers potentially have high emotional intelligence capacity, they cannot fully utilize this capacity in their relationships with teachers. In contrast, the more flexible and relationship-oriented organizational structure in Azerbaijan allows managers more space to demonstrate their emotional intelligence. The statement, \u0026quot;Relationships are warmer, which makes the manager more empathetic,\u0026quot; demonstrates how organizational culture facilitates the emergence of emotional intelligence. This reveals that training leadership should be evaluated not only in terms of individual characteristics but also in conjunction with systemic and cultural factors (Bush, 2020).\u003c/p\u003e\n\u003cp\u003eThis finding offers an important implication for emotional intelligence training and leadership development programs: Individual training aimed at increasing managers\u0026apos; emotional intelligence capacity will have limited impact if systemic and structural barriers are not removed. Therefore, training policies need to provide managers with greater autonomy, decision-making authority, and flexibility.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eEmotional Intelligence and Teacher Well-being: From Motivation to Burnout\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eFinally, the effect of emotional intelligence on teacher motivation has been clearly demonstrated in this study. Teachers stated that managers with high emotional intelligence create an environment of trust and psychological security. The statement, \u0026quot;An environment where I can express myself comfortably motivates me,\u0026quot; shows how critical psychological security is for teacher performance. This finding is consistent with Edmondson\u0026apos;s (1999) concept of psychological security: Teachers exhibit higher motivation and performance in environments where they feel safe and have the freedom to make mistakes and learn. The findings also reveal that emotional intelligence has a two-way effect on teacher motivation. Positively, high emotional intelligence creates trust, belonging, and professional satisfaction; negatively, a lack of empathy results in loss of motivation and emotional exhaustion. The statement, \u0026quot;When I feel misunderstood, my enthusiasm for work decreases,\u0026quot; shows that emotional neglect can be the starting point on the road to teacher burnout. This finding supports the idea that emotional intelligence is a critical leadership competency for teachers\u0026apos; professional well-being (Harms \u0026amp; Cred\u0026eacute;, 2010). Especially in today\u0026apos;s world, where teacher burnout has become a global problem, managerial emotional intelligence should be considered a preventative factor in protecting teacher well-being. The findings indicate that emotional intelligence is not only a performance-enhancing element but also a factor influencing teachers\u0026apos; intention to stay in the profession.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eTheoretical and Practical Implications\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis research offers three fundamental contributions to the emotional intelligence literature. First, it demonstrates that emotional intelligence cannot be measured and evaluated independently of its cultural and structural context. Second, it highlights the importance of examining emotional intelligence from the perspective of the \u0026quot;receiver\u0026quot; (teacher) rather than the \u0026quot;sender\u0026quot; (manager). Third, it shows that there can be culturally context-specific tensions and balances between different dimensions of emotional intelligence (self-regulation, empathy, relationship management).\u003c/p\u003e\n\u003cp\u003eFrom a practical standpoint, the research findings offer significant implications for education policies and manager development programs. First, emotional intelligence competencies need to be given more consideration in the manager selection and appointment processes. Second, it is important that manager training programs are culturally context-sensitive and that approaches compatible with local cultural values are developed instead of directly transferring Western emotional intelligence models. Third, it is observed that the excessively bureaucratic structure in T\u0026uuml;rkiye restricts the use of emotional intelligence by managers; therefore, it is recommended that managers be provided with greater autonomy and flexibility.\u003c/p\u003e\n\u003cp\u003e\u003cem\u003eLimitations and Future Research\u003c/em\u003e\u003c/p\u003e\n\u003cp\u003eThis study has some limitations. First, the findings are limited to the experiences of Turkish teachers working in Turkey and Azerbaijan and cannot be directly generalized to other cultural contexts. Second, only the teacher perspective was examined; the administrators\u0026apos; own perceptions and self-assessments of emotional intelligence were not included in the research. Third, while the qualitative research design allows for in-depth understanding, it does not allow for quantitative generalizations.\u003c/p\u003e\n\u003cp\u003eThe following suggestions can be offered for future research: (1) Studies can be conducted that comparatively examine the perspectives of administrators and teachers. (2) Quantitative research can be conducted to test which dimension of emotional intelligence (awareness, management, empathy, social skills) is more effective in which context. (3) Longitudinal studies can be designed to examine the long-term effects of administrator emotional intelligence on teacher performance, burnout, and school effectiveness. (4) The generalizability of the findings can be tested by conducting similar comparative studies in different cultural contexts (such as the Central Asian Turkic republics).\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConclusion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis research has revealed that the emotional intelligence of school administrators has a strong influence on teacher perceptions, motivation, and school climate. The findings show that while emotional intelligence is a universal competency, it is also a dynamic phenomenon shaped by cultural and structural factors. Differences in the contexts of Turkey and Azerbaijan reveal that even teachers of the same ethnic background experience managerial emotional intelligence differently in different organizational systems.\u003c/p\u003e\n\u003cp\u003eEmpathy stands out as the most critical indicator of managerial emotional intelligence in both contexts. The need for teachers to be seen and understood not only for their professional roles but also for their human aspects underscores the relational nature of educational leadership. The direct impact of emotional intelligence on teacher motivation, belonging, and professional well-being demonstrates that this competency has an indispensable importance in educational administration.\u003c/p\u003e\n\u003cp\u003eIn conclusion, for effective educational leadership, administrators need to possess not only managerial and pedagogical competencies but also a high level of emotional intelligence. However, for this intelligence to emerge and be effective, it is essential that education systems provide structures that allow administrators autonomy, flexibility, and opportunities for relationship-building.\u003c/p\u003e"},{"header":"Declarations","content":"\u003cp\u003e\u003cspan\u003eThis study has been approved by the Atat\u0026uuml;rk University Legal Counsel\u0026apos;s Office with ethics committee approval dated 27.01.2022 and numbered 2200028227\u003c/span\u003e\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAuthor contributions\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003e\u0026nbsp;All sections of the article were written by the author.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eConsent for Publication\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eConsent for publication was obtained from all participants. A consent form was signed for this purpose.\u0026nbsp;Participants gave informed consent.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eEthical approval\u003c/strong\u003e\u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe study was conducted in accordance with the Declaration of Helsinki.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent\u003c/strong\u003e\u0026nbsp; \u0026nbsp;\u003c/p\u003e\n\u003cp\u003eThe authors also obtained informed consent from all participants and/or their legal guardians.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eInformed consent\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe purpose, scope and processes of the research were explained to the participants and their consent was obtained.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eCompeting interests\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe authors declare no competing interests.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAvailability of data and materials (ADM)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe data and materials obtained in the research cannot be shared with third parties upon the request of the participants.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eFunding:\u0026nbsp;\u003c/strong\u003eNot applicable, no funds received.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n\u003cli\u003eBush, T. 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(2002). \u003cem\u003ePrimal leadership: Realizing the power of emotional intelligence\u003c/em\u003e. Harvard Business School Press.\u003c/li\u003e\n\u003cli\u003eHarms, P. D., \u0026amp; Cred\u0026eacute;, M. (2010). Emotional intelligence and transformational and transactional leadership: A meta-analysis. \u003cem\u003eJournal of Leadership \u0026amp; Organizational Studies\u003c/em\u003e, \u003cem\u003e17\u003c/em\u003e(1), 5-17. https://doi.org/10.1177/1548051809350894\u003c/li\u003e\n\u003cli\u003eHofstede, G. (2011). Dimensionalizing cultures: The Hofstede model in context. \u003cem\u003eOnline Readings in Psychology and Culture\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e(1), 1-26. https://doi.org/10.9707/2307-0919.1014\u003c/li\u003e\n\u003cli\u003eLeithwood, K., Harris, A., \u0026amp; Hopkins, D. (2020). Seven strong claims about successful school leadership revisited. \u003cem\u003eSchool Leadership \u0026amp; Management\u003c/em\u003e, \u003cem\u003e40\u003c/em\u003e(1), 5-22. https://doi.org/10.1080/13632434.2019.1596077\u003c/li\u003e\n\u003cli\u003eMatsumoto, D., \u0026amp; Hwang, H. C. (2012). Culture and emotion: The integration of biological and cultural contributions. \u003cem\u003eJournal of Cross-Cultural Psychology\u003c/em\u003e, \u003cem\u003e43\u003c/em\u003e(1), 91-118. https://doi.org/10.1177/0022022111420147\u003c/li\u003e\n\u003cli\u003eMayer, J. D., \u0026amp; Salovey, P. (1997). What is emotional intelligence? In P. Salovey \u0026amp; D. J. Sluyter (Eds.), \u003cem\u003eEmotional development and emotional intelligence: Educational implications\u003c/em\u003e (pp. 3-31). Basic Books.\u003c/li\u003e\n\u003cli\u003eMayer, J. D., Salovey, P., \u0026amp; Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. \u003cem\u003ePsychological Inquiry\u003c/em\u003e, \u003cem\u003e15\u003c/em\u003e(3), 197-215. https://doi.org/10.1207/s15327965pli1503_02\u003c/li\u003e\n\u003cli\u003eNorthouse, P. G. (2021). \u003cem\u003eLeadership: Theory and practice\u003c/em\u003e (9th ed.). SAGE Publications.\u003c/li\u003e\n\u003cli\u003eSalovey, P., \u0026amp; Mayer, J. D. (1990). Emotional intelligence. \u003cem\u003eImagination, Cognition and Personality\u003c/em\u003e, \u003cem\u003e9\u003c/em\u003e(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG\u003c/li\u003e\n\u003cli\u003eYukl, G. (2013). \u003cem\u003eLeadership in organizations\u003c/em\u003e (8th ed.). Pearson Education.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"Emotional intelligence, educational leadership, school administrators, teacher perceptions, cross-cultural comparison, qualitative research","lastPublishedDoi":"10.21203/rs.3.rs-8533961/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-8533961/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003eThe aim of this research is to examine teachers' perceptions of school administrators' emotional intelligence in different cultural contexts. The study aims to reveal how emotional intelligence is interpreted in educational leadership by comparing the experiences of teachers working in Turkey and Turkish teachers working in schools in Azerbaijan. The research was conducted using a case study approach, a qualitative research design. The study group consisted of 20 teachers in total: 10 teachers working in schools in Turkey and 10 Turkish teachers working in schools in Azerbaijan. Data were collected through a semi-structured interview form and analyzed using content analysis. The research findings show that teachers primarily evaluate school administrators' emotional intelligence through the dimensions of empathy, emotion management, communication skills, and supporting teacher motivation. In the Turkish context, the perception of administrators exhibiting a more controlled and bureaucratic leadership approach is prominent, while in the Azerbaijani context, it was determined that administrators exhibit a more relationship-oriented attitude and openly express their emotions. Furthermore, it was found that administrators perceived as having a high level of emotional intelligence strengthen teacher motivation and the perception of psychological security; It has been shown that a lack of emotional awareness is associated with loss of motivation and emotional burnout.\u003c/p\u003e \u003cp\u003eIn conclusion, this research demonstrates that emotional intelligence is a multidimensional construct influenced by cultural and organizational contexts in educational leadership; it draws attention to the importance of emotional intelligence and cultural sensitivity-focused practices in the training and professional development processes of educational administrators.\u003c/p\u003e \u003cp\u003eYARIM, D. D. (2026). A qualitative study on the emotional intelligence of educational administrators in different cultural contexts. Zenodo. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.5281/zenodo.18155261\u003c/span\u003e\u003cspan address=\"10.5281/zenodo.18155261\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/p\u003e","manuscriptTitle":"A qualitative study on the emotional intelligence of educational administrators in different cultural contexts","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2026-01-12 07:00:08","doi":"10.21203/rs.3.rs-8533961/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"3220f5d4-3099-43cb-84fc-7d99d6584992","owner":[],"postedDate":"January 12th, 2026","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":60693196,"name":"Educational Philosophy and Theory"}],"tags":[],"updatedAt":"2026-01-12T07:00:08+00:00","versionOfRecord":[],"versionCreatedAt":"2026-01-12 07:00:08","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-8533961","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-8533961","identity":"rs-8533961","version":["v1"]},"buildId":"XKTyCvWXoU3ODBz1xrDgd","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}