Eureka! Institutional Repository

In our days, more than ever before, the complexity of the conditions and moreover of the human relationships-mainly the professional ones-, the necessity of improving quality and efficient management, require abilities of adaptation, structuring and fortifying undeviating references. Those who exercise administrarial duties are to show abilities of ascendancy and not impose them, abilities to overcome fear and create collaborative relationship with their teams, to use the limits of these teams and show mental and emotional flexibility, since the innovative practices bring solutions and pioneering views, to take on initiatives, to rely on mutually win-win exchanges with the opposing sides they might face, to communicate and invest on their force basis. In educational institutes and organizations, the presence of leadership falls short. The executives do not have the freedom to act and they are not facilitated on adopting leading behavior, so as to intervene wherever needed and acting as agents of change. Nowadays there is no chance of adjusting the conflict between the hierarchy and creativity as well as qualitative course of action of the headmasters/headmistresses and/or teachers. It is common knowledge that the administration of educational institutes has been ailing. It is practiced in an amateur way and it does not result in quality standards. The need to reshape administration is obvious. Simultaneously, the decision makers do not take on their share of responsibility to the best of their ability. The vagueness of purpose, the ambiguity of primary targets, the fabricated and often contradictory secondary ones pose to the executives' discretion a fake and constructed notion of administration which gives an illusion of freedom concerning their course of actions; while in reality for every action they have to take, there is a manual in which the correct perception of an ongoing changing working environment is missing. Additionally, the need to foster and improve the emotional intelligence and evidently to integrated it to administrative practices is of great importance. Integrating emotional intelligence may result into giving solutions to all the above "conflicts" and unfavorable conditions of administration in Educational institutions and organizations. The objective of this study is the enquiry- through the qualitative method of research-on how emotional intelligence can be combined with the type of leadership, the personality of the headmaster/headmistress and with the potential job satisfaction of the employees. The abilities that the emotionally capable headmaster/headmistress can show to cope with the coherence of his/her groups of influence, the improvement of his/her communication channels towards his/her colleagues as well as towards his/her supervisors.