A Quasi-Experimental Study of Emotional Intelligence Interventions and Effects on Principals’ Leadership Behaviors and Professional Learning Communities

• In Event: Intersection of STEM and Educational Leadership: AI, Virtual Learning, and STEM Outcomes

Abstract

This study examined how emotional intelligence (EI) interventions affect principals’ leadership behaviors and professional learning communities in China. Using a quasi-experimental design, 52 principals were assigned to traditional face-to-face, digital, or control groups. Data were collected at three time points using validated instruments. Results showed traditional EI interventions significantly enhanced principals’ capabilities with sustained improvements, while digital interventions produced limited effects despite identical content. The traditional group significantly outperformed both digital and control groups at follow-up. These findings demonstrate that EI interventions positively influence principals’ leadership capacities, with traditional delivery methods proving more effective than digital approaches. The study establishes causal relationships between EI interventions and leadership outcomes.

Authors

• Zan Li, The Education University of Hong Kong

• Junjun Chen, Education University of Hong Kong