Academic leaders’ perception of emotional intelligence and leadership styles in higher education: a qualitative study from Lebanon

Abstract

This study explores academic leaders’ perceptions of the relationship between emotional intelligence, competencies and leadership styles in higher education from the Lebanese context. This study investigates how academic leaders in a private Lebanese university interpret and practice the relationship between their leadership styles, emotional intelligence competencies and commitment to service quality in their daily work. This study used a thematic analysis of 25 semi-structured in-depth interviews with Department heads in a private Lebanese higher education institution. This qualitative research enhances and complements a broader mixed methods investigation focused on leadership approaches and service quality in Lebanese higher education, enriching numerical results via interpretive exploration. Three themes emerged from the study: transformational leadership was perceived as value-driven rather than compliance-focused; emotional intelligence served as key relational and situational competency linking leadership behavior to quality outcomes; and institutional pressures-including Lebanon's economic crisis and the COVID-19 pandemic-shaped leadership practices during the study. The findings have practical implications for leadership development, programs and academic governance in higher education institutions facing organizational challenges and ongoing instability.