Emotional factors play a part in the learning process, and, so too for leadership. Fullan (2001) identified self-awareness, self-regulation, motivation, empathy, social skills, adaptability, stress management and general mood as fundamental characteristics of emotional intelligence. If leaders exemplify these characteristics, this will positively affect the organization, and at all levels, a view supported by Fullan (2003). The author believes that a measure of the effectiveness of any change process is the extent to which the process itself fosters the development of emotional intelligence or wisdom in the people involved. Given all the models of educational leadership and the development programmes that have evolved to support school principals, one may find it easy to lose sight of the factors that underpin the learning of children, teachers and leaders. The author argues that an adherence to a social constructivist approach to leadership aligns it to a sound theory of learning and retains the focus on human dimensions. He has little doubt that experience counts a great deal in these matters, but, where possible, it should be the collective experience of all those involved in the process of change. (Contains 1 note.)