Abstract

Objectives: The present study aimed to investigate the degree to which emotional intelligence contributes to predicting the transformative leadership behavior of the teacher. The study sample consisted of teachers (191 M and 202 F) from 20 different schools whose selection was based on simple probability. Methods: The current study relied on the descriptive correlational method to investigate the relationship between emotional intelligence and transformational leadership behavior among teachers in the North Al Batinah Governorate, and the extent to which emotional intelligence contributes to transformational leadership behavior. Results: The results of the study found that there were statistically significant differences between transformational leadership behavior and emotional intelligence due to the gender variable in favor of females. However, they did not show statistically significant differences between transformational leadership behavior and emotional intelligence due to the years of teaching variable. In addition, the results showed that the dimensions of emotional intelligence were statistically significant predictor of transformational behavior. That is, regulating emotions in oneself and others (which is considered an EI dimension) by 12% contributed to explaining the inconsistency in transformational leadership behavior. Conclusions: The study recommends it’s necessary to prepare training programs to improve emotional intelligence of the teacher by focusing on regulating emotions in oneself and others and learning to use emotion in problem-solving. Also, conduct further studies on the most important variable that develop transformational leadership behavior.