This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emotions; (c) motivation; (d) empathy; and (e) social skills. Furthermore, the study focused on how school leaders and managers utilise their emotional intelligence attributes professionally. For the purpose of this study, a qualitative research methodology was employed, which involved the use of interactive and participatory data collection in the form of semi-structured interviews with various categories of school leaders and managers. Furthermore, thematic data analysis was conducted, in order to reveal Abu Dhabi school leaders’ exhibition and utilisation of emotional intelligence attributes within their professional roles and responsibilities. While the study was limited to school leaders and managers in Abu Dhabi, in the United Arab Emirates, the findings implied the need for school leaders and managers to develop and nurture their professional emotional intelligence attributes, as many job-embedded constraints and challenges require the demonstration of essential emotional intelligence skills and traits. Hence, professional learning opportunities within the perspective of emotional intelligence need to be considered and developed to enable, facilitate and enhance school changes.

This study traced Abu Dhabi public school leaders’ emotional intelligence within the context of professional standards. The study aimed at exploring the emotional intelligence exhibited by school leaders within the anticipated professional standards featured in the areas of leading the community, leading the people, and leading the organization. This exploratory case study uncovered emotional intelligence attributes and capabilities that school leaders demonstrate within their praxis. The study employed qualitative research tools for data collection to pinpoint emotional intelligence attributes, and skills in alignment with the professional standards set by the Abu Dhabi Education and Knowledge Department (ADEK). Individual semi-structured interviews were conducted with 27 participants reflecting categories of school leaders that represented various school types. Study findings addressed direct and indirect mediators of emotional intelligence that could impact the improvement of school leaders’ overall performance in addition to validating school leaders’ emotional intelligence attributes relating to performing professional standards that galvanize school changes. Further, this paper addressed challenges school leaders face in terms of their roles and responsibilities and provided recommendations for developing emotional intelligence that contextualize professional performance standards. The authors also suggest a tangible path for further studies and leadership action research to enhance school leaders’ capacity building.