Leadership and emotional intelligence: Key elements for the training of special education administrators

Abstract

Based on the operational guidelines of the Unidad del Sistema para la Carrera de las Maestras y los Maestros (Usicamm) for vertical promotion, administrative positions are granted by fulfilling specific requirements, including the completion of a leadership skills course and passing a knowledge exam. However, the reality of professional practice reveals behaviors that often neglect the emotional dimension of those holding these positions. Therefore, the objective of this study is to explore the implications of emotional intelligence and leadership in the training of special education administrators. A qualitative, document-based approach was used to delve into information related to emotional education, leadership, the administrative role, and the regulatory framework of special education schools. One of the main findings highlights that the concept of a school administrator is closely tied to the notions of leadership and emotional intelligence. Consequently, completing a course or passing a knowledge exam alone is insufficient for obtaining an administrative position, it is essential to include other dimensions that assess levels of emotional intelligence. The study concludes by emphasizing the importance of implementing strategies to develop emotional skills among current administrators and those aspiring to these roles.