Trait emotional intelligence, perceived self-efficacy and contextual performance of teacher-leaders: a research model

Abstract

This study aims to develop a research model that establishes causal links between facets of trait emotional intelligence (trait EI) and perceived self-efficacy (PSE) of teacher-leaders as a response to some conceptual and methodological issues plaguing the emotional intelligence (EI) and PSE fields. Scoping review method of knowledge synthesis and Toulmin's Argumentation Model were employed in developing the model. The resultant model establishes trait EI and PSE respectively as distal and proximal antecedents to teacher-leaders' performance. The study contributes a theoretically grounded roadmap for exploring the roles of emotional and behavioural dispositions of teacher-leaders in school leadership.