# Gender-specific pathways to leadership competency: the role of emotional intelligence and self-esteem among Saudi nursing students

## TL;DR

This study finds that emotional intelligence and self-esteem differently predict leadership skills in male and female Saudi nursing students.

## Contribution

The paper identifies gender-specific predictors of leadership competency in Saudi nursing students, offering targeted educational strategies.

## Key findings

- Males showed higher leadership competency scores than females, despite females having higher emotional intelligence.
- For males, emotional intelligence and academic year predicted leadership, while self-esteem acted as a suppressor.
- For females, self-esteem was the strongest predictor of leadership, with emotional intelligence showing no predictive value.

## Abstract

Leadership competency is vital in nursing education to advance Saudi Arabia’s Vision 2030 healthcare reforms. Emotional intelligence (EI) and self-esteem (SE) are known predictors of leadership, yet their gender-specific influence among Saudi nursing students remains unclear.

This study examined how EI and SE predict leadership competency among male and female Saudi nursing students, guided by Gender Role Theory, Trait Leadership Theory, Granular Interaction Thinking Theory, and the Bayesian Mindsponge Framework.

A comparative cross-sectional design included 260 nursing students from Northern Border University. Participants completed the Leadership Competency Scale (40 items; α = 0.91), Wong and Law Emotional Intelligence Scale (16 items; α = 0.88), and Rosenberg Self-Esteem Scale (10 items; α = 0.82). Confirmatory factor analysis validated all instruments. Data were analyzed using Mann–Whitney U tests and hierarchical multiple regression with moderation analysis.

Males reported higher leadership competency (M = 139.33, SD = 30.45) than females (M = 94.89, SD = 32.14; p < 0.001, d = 1.42). Conversely, females scored higher in EI (M = 95.39, SD = 23.04) than males (M = 67.45, SD = 25.75; p < 0.001, d = −1.14). This paradox suggests EI does not translate into leadership equivalently across genders. Gender-stratified regressions revealed distinct pathways: for males, EI predicted leadership (β = 0.28, p = 0.004), with academic year (β = 0.275, p = 0.005) and age (β = 0.223, p = 0.023) as contributors, while SE acted as a suppressor (β = −0.315, p < 0.001), explaining 22.9% of variance. For females, SE was the strongest predictor (β = 0.293, p = 0.001) alongside academic year (β = 0.244, p = 0.007), while EI showed no predictive utility (β = −0.037, p = 0.63), accounting for 29.9% of variance. A significant EI × Gender interaction (β = −0.37, p = 0.020) confirmed differential patterns.

Leadership competency among Saudi nursing students follows gender-specific pathways. For males, EI enhances leadership, while for females, SE is the key predictor. Educational strategies should prioritize EI development for males and SE for females to achieve equitable leadership outcomes aligned with Vision 2030.