Examining the relationship between collective teacher efficacy and the emotional intelligence of elementary school principals
Abstract
Education research has established a significant relationship between collective teacher efficacy and student achievement. This study considered the relationship between emotional intelligence of elementary school principals and collective teacher efficacy as perceived by teachers’ and principals’ self-report. Study findings suggest that principals’ relationship management, a component of emotional intelligence, is critical in the development of collective teacher efficacy. The study indicated a moderate positive correlation between the total collective teacher beliefs score and all emotional intelligence scores, with the exception of conflict management.
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The reviewed studies have methodological limitations including reliance on self-reported EI data, which may inflate leader perceptions, and cross-sectional designs that limit insights into the long-term impact of EI.
“Additionally, the reviewed studies revealed methodological limitations, such as a reliance on self-reported EI data (Blaik Hourani et al., 2021; Pierce, 2014), which have the potential to inflate leader perceptions, and cross-sectional designs that limit insights into the long-term impact of EI.”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce, 2014
Self-reported EI measures risk overestimating leaders' perceived competence.
“In addition, self-reported EI measures, as seen in the studies of U.S. principals by Pierce (2014), risk overestimating leaders' perceived competence.”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce (2014)
Methodological limitations persist in the reviewed studies: self-reported EI assessments risk bias, with principals often rating themselves higher than teachers, and cross-sectional designs dominate, limiting causal inferences.
“Finally, methodological limitations persist in these studies. As reported by Potter (2011), self-reported EI assessments risk bias, with principals often rating themselves higher than teachers (Pierce, 2014). Additionally, cross-sectional designs dominate the literature, which limits causal inferences.”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce, 2014
Pierce (2014) linked ESCI-assessed relationship management skills to enhanced collective teacher efficacy in U.S. schools.
“Pierce (2014) linked ESCI-assessed relationship management skills to enhanced collective teacher efficacy in U.S. schools, demonstrating its utility in aligning EI with transformational leadership.”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce (2014)
The WEIS's self-report nature poses a risk of social desirability bias.
“Nevertheless, the scale's self-report nature poses a risk of social desirability bias, where principals could rate their relationship management skills higher than teachers (Pierce, 2014).”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce, 2014
Strong relationship management skills elevate collective teacher efficacy, which mediates gains in student achievement.
“Strong relationship management skills elevate collective teacher efficacy, which mediates gains in student achievement (Pierce, 2014).”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce, 2014
Self-report bias presents a substantial limitation in tools such as the ESAP and WEIS, and self-report measures risk inflating leaders' perceived competencies, especially in hierarchical cultures.
“Second, self-report bias presents a substantial limitation in tools such as the ESAP and WEIS (Pierce, 2014).”
From The Direct and Cascading Impacts of School Leaders’ Emotional Intelligence on Teachers and Students: A Systematic Review (2025) · cites this paper as Pierce, 2014
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“Moreover, Pierce (2014) found that collective teacher efficacy, nurtured through transparent communication and equitable resource allocation, amplifies student outcomes.”
Influential
- Authors
- Pierce, S.
- Affiliations
- University of San Diego (US)
- Corresponding author
- Pierce, Stephanie
- Venue
- Journal of School Leadership
- Publisher
- SAGE Publications
- Published
- 2014-03
- Volume
- 24
- Issue
- 2
- Pages
- 311-335
- ISSN
- 1052-6846 (ISSN-L)
- OpenAlex
- W120776439
- Cited by
- 13
- References
- 26
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 2 · 2023: 2 · 2022: 1 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Leadership (publishedVersion)
- Topics
- Social Sciences › Education › School Leadership and Teacher Performance
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- collective teacher efficacy, emotional intelligence, elementary school principals, relationship management, conflict management, teacher beliefs, school leadership, self-perception
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