Emotional Intelligence And Conflict Management In Educational Leadership: A Gender And Locality Analysis Of Secondary School Heads In Khyber Pakhtunkhwa, Pakistan

Abstract

This research examines emotional intelligence (EI) relationships with conflict management practices among secondary school heads operating in Khyber Pakhtunkhwa (KPK), Pakistan together with an evaluation of gender-based and regional variations. Such quantitative research used a survey method to obtain responses from 215 school administration leaders spread across six identified districts via stratified sampling. The research utilized verified measurement tools for EI testing and conflict management strategy evaluation. Research data show a strong positive relationship linking emotional intelligence to conflict management because emotional competencies help institutions settle their disputes. Male school management leaders hold stronger emotional intelligence and better conflict resolution abilities when compared to their female counterparts due to established gender-based inequality patterns. This research demonstrates that cultural elements along with environmental factors and systemic institutions collectively mold leadership practices which calls for specific interventions including education about emotional intelligence and equal gender-support programs and initiatives for rural areas. These initiatives pursue the adoption of equitable along with effective school management practices in disadvantaged regions.

Keywords: Emotional Intelligence, Conflict Management, Gender, Head Teachers