The role of the school administrator has grown increasingly complex as a consequence of the recent testing and reporting mandates and the threat of sanctions for failing schools. In satisfying the needs of local stakeholders and the state and in meeting the criteria set forth by federal mandates, successful educational leaders must be able to cultivate positive working relationships with many people (Cherniss, 1998; Fullan, 2001), handle the needs of individuals, motivate employees, and foster a sense of belonging in the workplace (Goleman, 1998). Based on the importance of effective leadership for improving school outcomes, the purpose of this study was to explore some behavioral characteristics associated with effective leadership. Building on prior research in the area of leadership, this study explored the relationships among public school principals’ emotional intelligence, leadership effectiveness, and coping mechanisms for stress. Although the analyses revealed a negative relationship between principals’ leadership effectiveness and their emotional intelligence, mechanisms for coping with stress were found to be positive and significant predictors of leadership effectiveness. Preexisting measures of leadership effectiveness, emotional intelligence, and coping mechanisms for stress were used.
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