Socio-emotional Competencies in Educational Leaders: Decision Making, Conflict Management and School Wellbeing
DOI:
https://doi.org/10.70577/asce.v5i2.770Keywords:
Socio-emotional competencies; School leaders; Decision-making; Conflict management; School well-being.Abstract
This review analyzes how the socio-emotional competencies of school leaders relate to decision-making, conflict management, and school well-being in contexts of change. A systematic review was conducted using PRISMA guidelines in Scopus, Web of Science, SciELO, and Dialnet, including 25 peer-reviewed articles from the last five years on emotional intelligence, socio-emotional skills, leadership, and well-being in school leaders. The studies show that higher levels of socio-emotional competencies are associated with more reflective and participatory decision-making, the use of collaborative conflict resolution strategies, and supportive, trusting school climates with less teacher stress. The findings suggest a model in which socio-emotional competencies constitute the core of school leadership, articulating the pedagogical, organizational, and well-being dimensions, although methodological gaps remain. It is concluded that the systematic development of socio-emotional competencies should be a priority in the training and support of school leaders, in order to foster ethical decision-making, constructive conflict management, and healthy schools.
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