SOCIO-EMOTIONAL SKILLS OF THE SCHOOL MANAGER: OPENING PATHS FOR TRAINING AND DEVELOPMENT FOR THE TEAM

Abstract

The construction of a healthy educational environment does not depend exclusively on pedagogical and administrative aspects, but also on the ability of school leaders to establish interpersonal relationships grounded in empathy, effective communication, and emotional balance. This article investigates the influence of school administrators’ socioemotional skills on the organizational climate and on the professional performance of education practitioners. Based on a qualitative, exploratory, and bibliographic approach, the study draws on authors such as Vitor Paro, Heloísa Lück, and Daniel Goleman, and seeks to present a humanized perspective of school leadership, viewed from both social and educational standpoints, presenting results that validate this management approach. The findings indicate that humanized management strengthens collaboration, reduces conflicts, and enhances team engagement. A scarcity of literature focused on the socioemotional development of educational leaders was identified, highlighting the need for further studies that integrate management practices and emotional development in school leadership.