This study employed a qualitative research design to explore the relationship among emotional intelligence, social competence, and transformational leadership qualities in secondary school headteachers within resource-constrained schools. Based on an integrated framework of Emotional Intelligence and Transformational Leadership Theories, the research purposefully selected five headteachers and fifteen subject teachers to generate insights specific to the context. Through thematic analysis, findings showed that headteachers exhibited high levels of sensitivity and self-awareness, which enabled them to mentor and offer personalised support to staff. These practices highlight the emotional intelligence dimension of self-awareness and the transformational aspect of personalised consideration, with IC identified as a key mechanism through which emotional intelligence influences leadership behaviours. The study proposes a unified conceptual model positioning personalised consideration at the nexus of emotional intelligence and transformational leadership. This framework enhances theoretical understanding by illustrating how emotional skills underpin transformational practices and providing practical guidance for leadership in resource-limited educational settings. The implications extend beyond Zambia, contributing to the global discussion on school leadership in resource-constrained environments. The study argues that emotionally intelligent leadership offers a sustainable pathway to educational improvement, equity, and resilience, thus linking academic models with the practical realities faced by under-resourced schools.