Abstract
The purpose of this phenomenological study is to determine how school heads manage their emotions while leading their schools. This study employed a qualitative method using an in-depth interview among school heads. Key practices identified included maintaining composure, fostering positivity, and promoting collaborative environments. Challenges encountered revolve around navigating the subjective nature of emotions and maintaining focus within the study's scope. However, insights gained underscored the transformative potential of enhancing emotional competence through targeted interventions and ongoing professional development for school heads. This study examined the lived experiences of school heads in managing their emotions while leading their schools, focusing on both personal and professional challenges. School heads shared their strategies for addressing emotional difficulties, highlighting the significance of maintaining composure, practicing emotional intelligence, and fostering open communication to handle diverse personalities and stressful situations effectively. Their methods for emotional regulation included promoting positivity, demonstrating empathy, and encouraging constructive dialogue to cultivate a supportive school environment. The findings indicated that school heads enhanced their leadership effectiveness and improved school climate by embracing diverse perspectives, managing stress, employing conflict-resolution strategies, and fostering motivation and resilience among staff and students.
