Exploring intrapersonal emotional intelligence consciousness of school leadership in enhancing social justice in schools

Abstract

The aim of this study was to explore the intrapersonal emotional intelligence consciousness of school leadership in enhancing social justice such as equity, access and inclusive participation in selected schools in the Libode, South Africa. This District, like many other rural Districts in South Africa, faced critical leadership issues that have an influence on how school leaders could enact social justice practices in schools. This qualitative study employed twelve in-depth interview research participants that included six purposively selected Principals and six Deputy Principals. Data collection and content analysis also included six Focus Group interviews with Head of Departments and School Governing Bodies. The key findings that emerged through descriptive, exploratory, and social interpretive perspectives used in this study were supportive of the interconnectedness between intrapersonal emotional intelligence abilities of self-awareness and self-management in enhancing social justice practices with regard to equity, access, and inclusive participation.