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Despite existing research on emotional intelligence in school leadership, principals continue to face challenges that can affect decision-making and equitable school practices. These challenges include managing teacher conflicts, securing resources, and overseeing school finances, all of which have implications for the fair distribution of opportunities and support within the school community. Principals with well-developed emotional intelligence are better equipped to navigate these challenges while promoting inclusive and rights-responsive educational environments. Emotional intelligence encompasses self-awareness, recognition of emotions in others, emotion regulation, and relationship management, which includes mentoring, conflict resolution, fostering teamwork, and setting the emotional tone within the school. By engaging with education stakeholders, principals can address challenges while advancing social justice within their schools. This study explores the remedial actions employed by primary school principals to address leadership challenges through the lens of emotional intelligence. Using a constructivist paradigm, the research applies Goleman’s emotional intelligence framework within a qualitative design. Three purposively selected primary school principals participated through interviews and observations, with data triangulated using field notes. Findings indicate that emotionally intelligent principals communicate effectively to resolve staff conflicts, seek stakeholder support, and ensure equitable access to resources. The study recommends enhancing principals’ emotional and relational competencies and fostering stakeholder collaboration to advance both effective and socially just school leadership.

The core responsibility of school principals involves working with people’s emotions. As leaders within educational organizations, principals must develop emotional intelligence to effectively guide teachers and learners while managing their daily responsibilities. Emotional intelligence refers to the ability to recognize and regulate one’s own emotions, as well as influence the emotions of others. Given that schools are emotionally charged environments, this study investigates the role of emotional intelligence in primary school leadership, highlighting its significance in addressing everyday challenges. Emotional intelligence equips principals with the skills to communicate effectively, demonstrate empathy, manage conflicts, and engage constructively with stakeholders such as teachers, students, parents, and education officials. Employing a qualitative case study design grounded in a constructivist paradigm, the research focuses on three primary school principals through interviews, observations, and field notes. The findings reveal key challenges, including learner misconduct, disengaged teachers, and interpersonal staff conflicts. The study concludes by recommending the assessment and development of principals’ emotional intelligence to enhance overall school performance. The article further recommends various workshop-based strategies to support leadership development. These include sessions focused on self-awareness and reflective practice to help principals better understand their emotional triggers, strengths, and areas for growth.