HIGHER EDUCATION LEADERSHIP CHALLENGES: IMPORTANCE OF INSTRUCTIONAL LEADERS UNDERSTANDING AND UTILIZING EMOTIONAL INTELLIGENCE TO CONNECT AND ENHANCE STUDENT ACADEMIC SUCCESS

Abstract

This qualitative study examined the impact of Emotional Intelligence (EI) attributes in higher education instructional leaders and its implications on student success. Drawing from Goleman's (1995) framework of EI, which includes self-management, self-awareness, social awareness, and relationships, the study investigated how educators utilized these attributes during lectures. The context is an urban public university in Southern Texas focused on undergraduate and graduate instructional leaders. The research uncovered challenges these leaders face in promoting student success through effective EI practices in the classroom. Instructional leaders with high EI are equipped to understand and respond to the needs of their students motivating their students by tapping into their emotions and connecting the material to their interests and aspirations. Additionally, their ability to encourage and create a positive learning environment significantly impacted students' confidence and engagement with the material. The three critical themes highlighted—are motivation for students, encouragement to students, and fostering a positive environment of effective instructional leadership. Analyzing the responses of instructional leaders through open questionnaires and focus group sessions, research gain valuable insights into how EI influenced teaching practices and, ultimately, student academic success.