Emotional Literacy in Educational Leadership

The study attempts to examine the influence of emotional literacy (interpersonal and intrapersonal intelligence, Gardner, 1983) as a component of ducational leadership, in order to complete the currently used model based on three pillars: leadership, administration and pedagogy (Campbell, 1999) for principal training.

In proposing an updated model of school principalship characteristics, the research attempts to improve principal`s performance and principal training program as part of an ongoing effort.

In characterizing the Ideal School principal inter and intra personal intelligence was marked as the key element for successful principalship.

Research questions tried to verify the existence of personal intelligences – "emotional literacy" as perceived by school principals, identifying and mapping its prerequisites, and demonstrating ways principals make use of this element in a school`s daily life.

This study is another ingredient in the examination of the personal intelligences – "emotional literacy" nature among senior and experienced ducational leaders,

Confirmation of the existence of personal intelligences "emotional literacy" to can offer an updated model of educational leaders , a model that could serve as a basis for developing and updating ducational leaderstraining programs to prepare them properly for their mission.