A few studies to get you started. These come from pairing "emotional intelligence" with "administrators" in PsycInfo, which biased it to teachers and administrators, and there should be similar studies that show up with other search terms.

Twenty-first-century professional development for educators: A coaching approach grounded in emotional intelligence.

doi: http://dx.doi.org/10.1080/17521882.2015.1061031

By Patti, Janet; Holzer, Allison A.; Brackett, Marc A.; Stern, Robin

Coaching: An International Journal of Theory, Research and Practice, Vol 8(2), Jul 2015, 96-119.

In recent years, school leaders have recognised the need for developing emotional intelligence (EI) skills, such as self-awareness and emotion management, in students and educators. As they seek professional development (PD) to cultivate these skills in educators and their students, they may look to coaching, grounded in EI theory, as a feasible and effective PD option. This article describes findings from a case study conducted with 12 internal coaches in one school Federation in Kent, England from 2008 to 2010. This study explored the benefits and challenges of implementing a coaching programme delivered by educators for educators responsible for teaching EI skills to students. Twelve educators participated in a yearlong coach certification and delivery process grounded in EI theory and skills. Data collection included pre- and post- interviews and online reports from each of six coaching sessions. Findings revealed benefits for both coaches-in-training and clients, including: deeper commitment to teaching EI skills, increases in self-awareness and self-management, and improved relationships with others. While coaches and clients reported positive behavioural changes, lack of support at the leadership level was found to negatively impact successful implementation of the programme. (PsycINFO Database Record (c) 2015 APA, all rights reserved)

Relationship with creativity and managers emotional intelligence with applying the learning organization components in school.

By Ghanbari, Siroos; Ardalan, Mohammad Reza; Karimi, Iman; Marzabadi, Esfandyar Azad

Journal of Psychology, Vol 18(2), 2014, 129-145.

The purpose of this research was to investigation relationship between creativity and managers emotional intelligence with applying the learning organization components in public guidance and high schools in Arak. The population included school managers in Arak. 144 managers were selected by proportional stratified random sampling. In order to gather data, two questionniares were made to assess scholar creativity and applying learning organization componenets. The Emotional Intelligence Questionnaire was also used. Results showed that creativity and emotional intelligence of school managers are above average. Also using components of learning in schools is higher than average. There is positive and significant correlation between managers creativity and learning organization application components level, also, manager's creativity level, have positive and significant correlation with shared vision, Team learning and systems thinking components. Howevere there was not any significant relationship between managers creativity and two other components of learning organization (i.e. personal competence and mental models). There was positive and significant correlation between managers emotional intelligence and learning organization application components level, also, managers emotional intelligence level, had positive and significant correlations with mental models, shared vision and systems thinking components. But there was not any significant relationship between managers emotional intelligence and two other components of learning organization (i.e. personal competence and team learning). furthermore. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

The relationship between emotional intelligence and leadership practices of human services adminstrators.

By Dillon, Nina E.

Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 75(3-A(E)), 2014, No Pagination Specified.

This study examined the relationship between emotional intelligence as measured by the Trait Meta Mood Scale and effective leadership practices as measured by the Leadership Practices Inventory-Self among human service administrators. The purpose of the study was to identify relationships between meta-mood experiences associated with EI and the five effective leadership practices identified by the LPI-Self. EI includes sensitivity to affective experiences leading to emotional regulation skills. EI has been shown to correlate with effective leadership practices across a full range of leadership styles. Quantitative methodology using survey administration to human service administrators in social and community service settings was employed. Correlational research design addressed the relationship among Trait Meta Mood Scales’ variables of Clarity of Feelings, Attention to Feelings, and Mood Repair and the five leadership practices identified by the LPI-Self. Path analysis examined the impact of years of professional experience and position title on the relationship. Clarity of Feelings and Mood Repair were identified as statistically significant predictors of effective leadership practices. Professional title and years of experience also significantly impacted the relationship of Inspiring a Shared Vision. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

You have what? personality! traits that predict leadership styles for elementary administrators.

By Garcia, Melinda

Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol 75(6-A(E)), 2014, No Pagination Specified.

This research explored relationships between followers' perceptions of elementary school principals' Big Five Personality Traits, using the International Personality Item Pool (IPIP) (Goldberg, 1999), and principals' Leadership Styles, using the Multi-factor Leadership Questionnaire (MLQ) (Bass & Avolio, 2004). A sample of convenience ( N = 242) consisting of elementary school teachers/paraprofessionals from eight elementary schools was used. The study found relationships between perceived personality traits and leadership styles. Open, Agreeable, and Emotionally Stable principals were perceived to be more Transformational Leaders. Open and Emotionally Stable principals were also perceived to be more Transactional Leaders. When principals were rated as Conscientious and Emotionally Unstable, they were perceived as Passive-Avoidant. (PsycINFO Database Record (c) 2014 APA, all rights reserved)

Hope it is helpful...

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In line with Hendrika response, in a laboratory study we found that followers emotional intelligence (measured as a trait) predicted trust in leadership even after controlling for more stable personality traits. This effect was contingent of managerial practices, such as goal setting types. I hope this helps to answer your question (See the attached article).

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