Eureka! Institutional Repository

The following project was carried out after a survey which was realized on headmasters-leaders of educational units. In the survey 135 headmasters took part and the procedure was accomplished by providing a questionnaire. The aim of the survey was to study the emotional and mental issues of the headmasters’-leaders’ personalities which in a way may influence, either positively or negatively, their task. The main aim had three distributive objectives. The first objective was to define the levels of emotional intelligence and resilience of a quite large cross-section of headmasters-leaders. The second objective was to determine the relation of emotional intelligence and resilience, being basic characteristics of the headmasters’- leaders’ profile, according to their demographic records. Finally, the third and most important objective of the survey referred to the relation and exploration of the influence of the emotional intelligence on the resilience of an individual and more specifically of the headmaster-leader of an educational unit. The conclusions that came out were both important and hopeful. From the investigation of the percentages of emotional intelligence and resilience it was found that the headmasters- leaders of the Greek schools have a high emotional intelligence and also an average to high resilience. But it was not observed these percentages to be affected either positively or negatively by the demographic records of the participants, such as the gender, the age, the years of previous service, the marital status, the level of the educational units and their further education. The most basic conclusion that came out from the present survey, and is related to the exploration of the third objective, is that emotional intelligence is directly associated with the resilience and moreover it can predict it. More specifically, the emotional intelligence can foretell the personal skills and the persistence of the individual, his/her relationship with the other colleagues and their family coherence. But the mental influences of the individual are excluded and they do not seem to be positively influenced by his/her emotional intelligence. The conclusions that have been extracted can be implemented and applied directly, either through the planning and application of educational programs of emotional intelligence or through the procedure of valuation of the headmasters-leaders of educational units and the procedure of valuation of headmasters. Based on the above conclusion, it is more than clear that such a survey should not be suppressed, but the results of it can be utilized both for a direct practical application and a further exploration of the results.