Transformational leadership focuses on how leaders' personalities influence interactions with followers and it champions the power of quality personal interactions in creating a harmonious work environment to effect changes on school outcomes. In their daily interaction with followers, leaders perceive and respond to the surrounding reality; their responses trigger followers' reactions and effect subsequent actions. In particular, the emotional dynamics could be either interruptive or facilitating in the communication process between the leader and the followers (Weiss & Cropanzano, 1996). In a review of the empirical research published in peer-reviewed journals between 1992-2012, Berkovich and Eyal (2015) identified three themes on the relationship of emotions and educational leadership. The three most relevant to educational leadership are: "leaders' emotional experiences and displays," "leaders' behaviors and their effects on followers' emotions," and "leaders' emotional abilities." This paper focuses on empathy and extrapolates what has been learned about empathy from research in psychology. Despite empathy being commonly valued by leaders and stakeholders in the educational leadership field, extensive research is needed in terms of how to integrate it in practices. The authors review past research on leadership styles and communication to understand empathy in the educational leadership setting. They then present the concept of empathy from different perspectives, and further discuss the considerations in integrating empathy into educational leadership practices.