Abstract
Purpose. The purpose of this qualitative multiple case study was to explore how teachers describe the impact of their principal's emotional intelligence, particularly in the area of relationship management, and its influence on teacher self-efficacy.Methodology. This study followed a qualitative, multiple case study design to further explore how a principal's emotional intelligence, particularly in the area of relationship management, influenced the development of teachers' self-efficacy. A convenience sample was chosen to guide the selection of participants for this study. The process for determining the sample was nonrandom, criterion-based sampling, which supported quality assurance for the case study (Yin, 2014). Participants responded to semistructured, open-ended questions regarding their perceptions of their principal's emotional intelligence and how it may have influenced the participant's self-efficacy.Findings. Participants shared their perceptions and beliefs regarding their principal's emotional intelligence and its influence on their self-efficacy. Twenty-six codes were extracted from the interviews, and five themes emerged from these codes. Four of the themes were that effective leaders who were perceived to possess high emotional intelligence were (a) supportive of their staff, (b) had a vision for the school, (c) built relationships with teachers and staff, and (d) remained positive and consistent in their leadership. In addition, two themes arose from the data that indicated the participants believe their self-efficacy is influenced by (a) a supportive and engaged principal and (b) time and experience in the classroom and schools.Conclusion. The findings support the research on the influence of emotional intelligence of leaders on their followers. In addition, the findings indicate that teachers believe emotional intelligence in their principals is an important skill that is necessary to positively influence teacher self-efficacy.Recommendations. This research study adds to the literature regarding the importance of principals receiving training to improve emotional intelligence skills to positively influence teacher self-efficacy, which will support student success. Future research should be conducted utilizing a larger sample size for generalizability of the findings.