In an increasingly demanding society, both the education system and the school directors and training institutions have the responsibility to ensure quality education for all. Currently, most researchers use the concept of the learning society, arguing that progressive learning is an indispensable resource in a growing society. Education and the improvement of its quality are then conceived as a tool that allowed the development of society through the formation of competent and comprehensive citizens. For this, it is necessary for educational leadership to have professional competencies, among which emotional competence stands out. Educational management is not enough with knowledge at the administrative level, but requires mastery of emotions for the optimal performance of their professional role. A school principal faces daily situations where emotions play a crucial role: personal, social, professional, cultural and political problems. Their emotional struggles have significant implications for decision-making, well-being, and educational leadership models. For that reason, it is important to train in emotional intelligence in order to influence others and create a productive professional environment. In turn, this will allow them to control decision making and they are empathetic enough to understand different perspectives. Likewise, being able to manage their emotions and establish quality interpersonal relationships, increase trust and promote a work environment in which shared understanding.
In this chapter, the educational direction is understood from the emotions in which both the role of the emotions of the school principals and the emotional intelligence and emotional competencies are covered.
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