In my thesis, I examine the conditions for the effectiveness of an educational institution through the role of the head teacher. According to my research hypothesis, the values and behaviour of the head are the primary determinant of the “climate” of the workplace. The values and behaviour of the head are determined by their emotional intelligence, and their leadership style is determined by their personality and goals. The latter is further influenced by the personalities, goals and values of the teaching staff, as well as the organizational culture. Successful leaders possess well-developed emotional intelligence, which means the ability to improve themselves and their interpersonal relationships. We obviously do not doubt the importance of leadership skills, but in addition to those, an emotionally intelligent leader radiates a power that encourages teachers, creates and maintains their enthusiasm, motivation and commitment. If the head teacher is able to emotionally support their subordinates, they can give purpose and meaning to the work of the community, in which everyone can feel especially important. A supportive atmosphere stimulates their intellectual abilities. A positive outlook on life strengthens self-confidence, improves decision-making skills, and increases creativity and helpfulness.

Teachers’ job satisfaction is correlated by student satisfaction. Only satisfied teachers can provide quality education. An emotionally intelligent head teacher is able to build mutual trust and a sense of comfort. This allows members of different school departments to share their ideas and suggestions, make decisions and do the job together.

Emotional intelligence has four main areas: self-awareness, self-regulation, social skills, and the ability to manage relationships. These four areas are closely and dynamically linked to each other, and their connection is very important not only in theory but also in practice. For example, if a person does not know their emotions well enough, they will not be able to regulate them. And if they cannot control their emotions, they will not be able to manage their relationships either. Self-awareness enables both self-control and empathy. Therefore, we can say that emotionally intelligent leadership is ultimately based on self-awareness.

Emotionally intelligent leadership styles are the following: visionary, coaching, friendly, democratic, marching, and commanding styles.
As a result of my analyses, it can be stated that the most effective tool for creating a positive work atmosphere and a constructive relationship between the head and the teaching staff is the application of emotionally intelligent leadership styles. Teachers, like all individuals, have three basic emotional needs: a sense of inclusion, worth and competence. Head teachers can best satisfy these needs if they themselves are competent, worthy and accepted in the eyes of their colleagues, the teaching staff.

Keywords: Effectiveness of an educational institution, emotional intelligence, inclusion, worth, competence, teachers’ job satisfaction.