Emotional Intelligence (Self-Awareness, Self-Management, Social Awareness and Relationship Management) and Leadership Behavior (Transformational and Transactional) Among School Educator Leaders (original) (raw)
Related papers
International Journal of ADVANCED AND APPLIED SCIENCES, 2017
School principal emotional intelligence is necessary to enable schools being led effectively due to the changes taking place in education system lately. This study aims to explore the relationship between principal emotional intelligence and instructional leadership practices in Malaysian secondary schools. This is a non-experimental quantitative research using survey technique through the administration of a set of questionnaire that compromised demographic variables, principal emotional intelligence competency and instructional leadership practices. 396 returned questionnaires have been analyzed in this research. The findings showed that teachers perceived their principals practice high level of instructional leadership and emotional intelligence competency. Furthermore, data indicated that there was statistically significant positive correlation which is strong between principal emotional intelligence and instructional leadership practices. In addition, multiple regression analysis showed that relationship management, social awareness and self-awareness being the three emotional intelligence competencies that are statistically significant predictors of principal instructional leadership practices. The implications of this study could be used as a guide to school leaders in managing and controlling their emotions when dealing with the various parties to produce outstanding and excellence schools.
International Journal of Academic Research in Business and Social Sciences
The aim of this study is developed and validated a questionnaire to measure emotional intelligence and leadership style amongst primary school headmasters across Malaysia. The instrument was designed by adopting several standard procedures, including item development, validation of theoretical construct of Emotional Intelligence and Leadership Style, pilot test, and validation of the developed instrument. The questionnaires were tested among 50 school headmasters within four week timeframe. The pilot study was conducted to validate all the items embedded in the questionnaire. The response rate for the pilot study was 78%. After the pilot study, minor revision and corrections were made to items concerning Emotional Intelligence, while major revision for Leadership Style. The questionnaire consisted of three primary parts: Demographic and School Information, Emotional Intelligence, and Leadership Style. The Cronbach's Alpha values for Emotional Intelligence and Leadership Style are (0.868) and (0.726), respectively.
In every organization, high performance leadership plays a vital role in order to ensure that employees are able to help and contribute to the organization. The researcher has identified three (3) types of emotional intelligence which consists of self-management, self-motivation and social awareness. The study were utilized all three (3) types of emotional intelligence to measure the outcome of high performance leadership among employees at National Institute of Public Administration. The research was being conducted within duration of three months and 100 valid respondents among employees of National Institute of Public Administration were selected for the purpose of data collection. Questionnaire was used as the data collection procedure. Most of employees at National Institute of Public Administration agreed that Emotional Intelligence (EI) which is self-management, self-motivation, and social awareness were important towards High Performance Leadership. Few recommendations were provided for the future studies which may help to provide deeper insight about the importance of emotional intelligence towards high performance leadership. The research conclude that emotional intelligence contributed to more engaged, committed employees, and bring the organization moving forward towards successful high performance leadership.
World, 2012
Research examining the relationship between emotional intelligence and effective leadership particularly in the higher education industry in Malaysia is relatively unexplored. This study aims to explore whether or not the emotional intelligence of academic heads correlated to the outcomes of transformational leadership. In this study, 93 lecturers from higher educational institutions in Malacca, Malaysia were sampled in 2009. Data were collected using survey questionnaires. The study of outcomes of transformational leadership (extra effort and satisfaction) and emotional intelligence revealed that each outcome of leadership correlated significantly with the four domains of emotional intelligence. The results of this study contribute to the growing belief that emotional intelligence should be included in the training and development of academic heads and others in the human service professions.
Relationship between emotional intelligence and leadership styles of principals in high schools
International Journal of Vocational and Technical Education, 2012
The purpose of the present research as a descriptive-correlative research was to study the relationship between emotional intelligence and leadership styles of principals who work in high schools of Sanandj city in Iran. Sample included 42 high school principals and 252 teachers that were selected by proportional stratified sampling. The leadership styles profile (LSP) and emotional intelligence questionnaire were used as research instruments. Data analyzed by descriptive statistics, Pearson correlation, Independent t test and One Way ANOVA. Results showed: (1) There was significant relationship between EI and two styles of leadership; (2) The relationship between self-awareness and leadership styles were not statistically significant; (3) There was positive statistically significant relationship between self-regulation and open style; (4) There was direct significant relationship between motivation and open style but indirect significant relationship with motivation and closed style; (5) There was positive statistically significant relationship between empathy and open style but negative relationship between empathy and closed style . So, effective principals will support and encourage teachers to model behaviors promoting collegiality and a professional working environment.
Emotional intelligence is defined as a person's self-awareness, self-confidence, self-control, commitment and integrity, and a person's ability to communicate, influence, initiate change and accept change . Studies have shown that emotional intelligence impacts a leader's ability to be effective . The purpose of this study was to measure the emotional intelligence of the Educational leaders. For this purpose the researchers investigated emotional intelligence of Educational Leaders by implementing a survey research. a Total of 300 Educational Leaders (100 Heads at school level, 100 Heads at college Level and 100 Heads at University level) were selected from different public sector Educational Institutes of Punjab by using convenient sampling technique. The questionnaire that was used in this study was Santrock's (2001) Self Assessment (SA) scale of emotional intelligence. One-Way ANOVA were used to analyze the collected data. After careful data analysis the researchers concluded that there is significant difference between the emotional intelligence of Educational Leaders at different Educational Organizations. Educational leaders at university level showed greater level of emotional intelligence among all and educational leaders at school level showed less emotional intelligence. It was also found that the ratio of emotional intelligence is greater in Female heads as compared to the male heads working at different educational organizations.
Effect of School Principals’ Leadership Style on Teachers' Social and Emotional Intelligence
2021
In this study, the effects of school principals' leadership styles as perceived by teachers on teachers' emotional intelligence and the mediating role of teachers' social intelligence in this effect were investigated. The research model is the relational survey model. In order to test the relationships among variables, structural equation modeling was employed. The analysis data were obtained from 478 teachers working in central districts of Antalya province during the 2017-2018 academic year. As a result of structural equality model tests, it was found that the structural leadership style did not affect teachers' emotional intelligence. Human resource, political, and symbolic leadership positively affect teachers' emotional intelligence. Human resource, political, and symbolic leadership styles, affect teachers' emotional intelligence, both directly and indirectly, through social intelligence.
The Effect of Leadership and Emotional Intelligence on Teacher’s Performance
Al-Idarah : Jurnal Kependidikan Islam
The performance of teachers from several State Islamic Senior High School (MAN) in Kota Padang Panjang was classified as not optimal yet, that led to lack of performance in finishing the teachers’ task and function in this New Normal era. The aim of this study was to determine the effect of the principal’s leadership and emotional intelligence on the performance of MAN teachers in Kota Padang Panjang during the New Normal era. This research used quantitative method to determine the problems occurred in the field. The population of this study were 173 teachers, with the research samples chosen was 116 people. The sample was chosen by using Cochran technique, namely stratified proportional random sampling. The data were collected by using questionnaires. Then, they were analyzed by SPSS version 17. The results of this study showed that: (1) The positive and significant effect of the principal's leadership on the performance of MAN Kota Padang Panjang teachers: The effect of the pr...
Samsudin N. Abdullah, PhD, Journal of Neuropsychiatry (London), 2020
This study was conducted to investigate how the emotional intelligence (EI) and social competence (SC) of principals are linked to their transformational leadership qualities (TLQ). Descriptive correlational research design was employed to give good analysis, interpretation and implication of data. Principals’ EI, SC and TLQ were obtained by administering 2 sets of survey questionnaire such as self-version answered by 15 principals and peer-version rated by 333 teachers. Frequency, percentage, mean, t-test, ANOVA and Pearson r were applied to describe the collected data. Findings revealed that principals’ assessment on their EI, SC and TLQ was significantly higher than the teachers’ rating. Principals’ TLQ are not influenced by their age, gender, tribe, religion and administrative experience. However, their educational attainment has a significant effect on their TLQ. Principals’ high level of EI and SC are likely to improve their TLQ. This study proved that EI and SC are truly determinants of principals’ TLQ. Thus, EI and SC development programs should be institutionalized by the Department of Education (DepEd) to enhance principals’ socio-emotional skills. In return, quality of students’ learning outcomes will be expected due to principals’ high level of TLQ. Keywords: Emotional Intelligence (EI), Social Competence (SC), Transformational Leadership Qualities (TLQ) and Secondary School Principals
Emotional Intelligence and Job Performance: A Study Among Malaysian Teachers
Educational systems around the world have rapidly experiencing changes and reforms, impacting to teachers' job performance. Despite these changes, discussion on how to predict teachers' performance is complex and remains difficult to evaluate. This study addresses the gap in the literature by investigating the role of emotional intelligence in teachers' job performance. This study analyses the relationship between emotional intelligence (EI) which consists four dimensions: self-regulations, self-awareness, selfmotivation and social skill (relationship management) and job performance. Respondents were 212 teachers in 6 secondary schools in Kedah. Data was collected through questionnaire survey and a significant correlation emerges from the data between emotional intelligence and job satisfaction. Overall, this research contributes to the emotional intelligence literatures by providing meaningful management implications to the school administrators and Malaysian higher education system.