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Abstract：
Both emotional intelligence (EI) and emotionally intelligent leadership competence (EILC) are notable topics in educational leadership. To discuss the relationship between principals’ emotionally intelligent leadership competence and educator’s emotional intelligence is useful in promoting emotionally intelligent leadership and emotional intelligent management in elementary schools. According to Goleman’s theory, one self-made questionnaire was conducted to survey 540 principals, directors and teachers to understand their perception by self-rating and others-rating. The educators’ perceptions of difference, congruity, relevance, influential relationship, and causal model were analyzed. The results indicated that there is no difference in whole facets of perception among educators. In domains and items, the difference in directors’ EI is largest, but the difference in principals’ EILC is smallest. The correlations of perceptions by self-rating were higher than perceptions by others-rating. The correlations between principal’s EILC and director’s EI are highest, but the correlations between principal’s EILC and teacher’s EI are smallest. Director rated principal produced the larger influence, but principal rated teacher produced the smallest influence. Moreover, four influential relationships were confirmed, which includes director’s EI influenced teacher’s EI, principal’s EILC influenced both director’s EI and teacher’s EI, teacher’s EI influenced director’s EI, and teacher’s EI influenced both principal’s EILC and director’s EI. The weights in principal’s EILC and “social awareness” facet are the largest, but the weights in teacher’s EI and “self-management” facet are the smallest.
Keywords： analytic network process, emotional intelligence, emotionally intelligent leadership, principalship
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