Emotional Intelligence

Abstract: In this article, the authors present the results of a preliminary classroom study in which emotion concepts were incorporated into an undergraduate leadership course. In the study, students completed both self-report and ability measures of emotional intelligence. The test results were compared with students’ interest in emotions and their performance in the course assessment. Results showed that interest in and knowledge of emotional intelligence predicted team performance, whereas individual performance was related to emotional intelligence.

DOI: https://doi.org/10.1080/08832320309599082 

Abstract: Leadership training is a multi-billion dollar business in the United States. Despite the huge investment by organizations, an increasing number of studies have been showing that leaders have not been performing well in their leadership capacities. The role of IQ has been questioned and the demand for answers has led to the proliferation of studies on emotional intelligence (EI). Recently, EI is being identified in the Leadership and Organizational Behavior literature as accounting for the success and failure of leadership. Even though the debate is still ongoing, there are neurobiological explanations attesting that emotions are largely responsible for decisions made during complex and challenging times, similar to what leaders face. Some leadership training programs are now being tailored with these neurobiological explanations in mind. Despite resounding results with successful leadership development programs that incorporate the principles of emotional intelligence in their training, skepticism still abounds. Therefore this article looks at the neurobiological contributions in emotional intelligence training programs and proposes a model explaining these interactions.

Available at: https://www.abacademies.org/abstract/aeljvol19no32015-4297.html 

Abstract: Leadership and Emotional Intelligence have become hot topics in organisations and management in recent years. This study explores the relationship between Emotional Intelligence, Leadership and Job Performance of Officers and Ratings within the Royal Navy. In particular, the focus is on the three elements of the new Leadership Dimensions Questionnaire (LDQ) – Intellectual (‘IQ’), Emotional (‘EQ’) and Managerial (‘MQ’) Competencies. These are related to performance measures derived from formal performance appraisals.

Seven hypotheses were tested and all were fully or partially supported. Results showed that IQ, EQ and MQ were all related to overall performance and to Officer leadership appraisal, but not Ratings leadership appraisal. EQ made a greater contribution to overall performance, to Officer leadership appraisal and to all three leadership styles.

DOI: https://doi.org/10.1177/030630700503000305 

Abstract: Emotional Intelligence has recently become a really hot topic for the world's media, and currently the most important concept in Human Resources Management. Whilst there is some evidence to suggest that Emotional Intelligence is an important predictor of managerial and sales performance, so far there has been no research into its possible relevance at the very top level within companies, that is at Board level. This paper aims to provide some answers to this question.

DOI: https://doi.org/10.1177/030630700002500301 

Abstract: The purpose of this systematic review is to explore the literature on emotional intelligence related to school leadership using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The authors searched the electronic databases of Eric education, PsycINFO, Scopus and Psychology Database to find relevant articles. They used search criteria to identify a total of 110 references. Using rigorous selection methods, 35 articles were systematically reviewed. The results revealed that emotional intelligence is key for effective leadership and that the most commonly used skills/competences are self-awareness, self-management and empathy. Additionally, the literature makes it clear that the extent to which the leader builds trusting relationships contributes greatly to the development of teacher satisfaction and performance. These findings can help to inform the design of successful pre-service programmes for aspiring leaders and in-service programmes for school principals. Limitations and future lines of research are discussed.

DOI: https://doi.org/10.1080/0305764X.2021.1927987 

Abstract: In the new millennium we are witnessing the shifts in the global economy, competition, and human resource needs thus, requiring a leader who must have more than a vision that inspires others but be able to execute it successfully to ensure the vision becomes a reality (Dunning, 2000). This emphasis on execution requires a reliance on teamwork and cooperation unseating the traditional top-down leadership approach. Success with this new paradigm hinges on interpersonal relationships or the skills of what Goleman (1995) has popularized as emotional intelligence. Leadership in academia is not much different from what we see in business, except for the added and often conflicting responsibility of teaching and scholarly productivity. Being pulled in equally important and demanding directions can result in emotional havoc, social discord, and decreased productivity. Therefore, understanding the concept of emotional intelligence and its role in becoming a more effective leader becomes paramount for those of us in academic leadership positions. The purpose of this article is to explain the major components of emotional intelligence model in relation to the characteristics of successful leaders in today's world.

DOI: https://doi.org/10.1080/00336297.2010.10483647 

Abstract: This research note explores the extent to which the claims for the importance of emotional intelligence as a predictor of leadership potential are borne out. The paper reports the results of an exploratory study of a leadership development centre in which participants also completed an established measure of emotional intelligence – the EIQ Managerial. The sample comprised 40 senior managers working within the New Zealand Public Service (NZPS). The results provide some evidence to support the relationships between EI and leadership potential asserted from both a theoretical standpoint and from other studies of leadership performance. The limitations of sample size are clearly identified. The results do however, indicate that further research using both larger and more diverse samples may be warranted.

DOI: https://doi.org/10.1108/02683940310511890 

Abstract: This chapter explores the intricate relationships between leading behavior, wise leaders, and employees wisdom, emphasizing the critical role of leadership in fostering employee development. Through a comprehensive analysis, the authors highlight how effective leading behaviors directly enhance employees' wisdom while also operating through wise leadership as a mediator. The findings indicate that wise leaders significantly amplify the positive effects of leading behaviors, suggesting that organizations must invest in cultivating both leadership qualities to optimize employee outcomes. They discuss the implications of these relationships for organizational practices, recommending the implementation of robust leadership development programs, mentorship initiatives, and regular feedback mechanisms to promote a culture of continuous learning. Furthermore, the chapter identifies theoretical implications, advocating for a clearer operationalization of wisdom in leadership and encouraging future research to explore contextual factors influencing these dynamics.

DOI: https://doi.org/10.4018/979-8-3693-8457-2.ch013 

Abstract: In this review of the literature, we briefly examined the development of intelligence theories as they lead to the emergence of the concept of emotional intelligence(s). In our analysis, we noted that only limited attention had been focused on the emotional intelligence skills of school administrators. Accordingly, we examined the role of emotional intelligence in improving student achievement. Because principals as educational leaders are responsible for the successful operation of their respective schools, we contend it is important to examine the link between effective leadership skills and practices and student achievement.

Available at:  https://eric.ed.gov/?id=EJ971568 

Abstract: 

Purpose: In 1990, Salovey and Mayer presented a framework for emotional intelligence (EI). This marked the beginning of 20 years of academic research, development, and debate on the subject of EI. A significant amount of previous research has attempted to draw out the relationship between EI and leadership performance. EI has been a uniquely controversial area of the social sciences. EI is based on three simple yet fundamental premises. This manuscript reviews the definitions and models in the field of EI with special emphasis on the Mayer ability model and the connection between EI and leadership. The paper aims to discuss these issues.

Design/methodology/approach: This paper takes the form of a literature review.

Findings: EI appears to have a foothold in both our popular vernacular and our academic lexicon. However, it is not entirely clear what future form it will take.

Originality/value: This manuscript explores the current relationship between EI and leadership, discusses the various instruments and scales used to measure the construct, and examines the controversy and criticism surrounding EI. Finally, it illuminates some areas for additional research.

DOI: https://doi.org/10.1108/IJOA-03-2012-0568 

Abstract: Cognitive intelligence is often equated with eventual success in many areas. However, there are many instances where people of high IQ flounder whereas those of modest IQ do surprisingly well. Author and renowned psychologist Daniel Goleman believes that the explanation for this fact lies in abilities called "emotional intelligence," which include self- control, zeal and persistence, and the ability to motivate oneself. Studies conducted over past 20 years have established that, although our schools and cultures emphasize and reward academic intellect, academic intelligence does not guarantee prosperity. Studies of the brain's neurophysiology have established that the human brain has evolved from a primitive structure regulating basic life functions into a mass of complex tissues that permit people to think rationally and respond emotionally. The key to improving leadership lies in using both aspects of the brain effectively by learning how to utilize our emotions effectively or, in other words, by developing our emotional intelligence. Goleman has suggested the following domains for emotional intelligence: (1) knowing one's emotions; (2) managing one's emotions; (3) motivating oneself; (4) recognizing emotions in others; and (5) handling relationships. Although a certain level of cognitive intelligence "gets a person in the door," emotional intelligence is critical to becoming a successful leader.

Available at: https://eric.ed.gov/?id=ED470793 

Abstract: This paper reports on a case-study research investigation that sought to identify the relevance of emotional intelligence for effective higher education academic leadership. Semi-structured interviews were conducted, pre and post a leadership capacity development intervention, to gather broad data on participants' experiences, insights, and engagement in leadership and the utilisation of emotional intelligence in leading. The study found that emotional intelligence is recognised as a highly relevant and important requirement for academic leadership in higher education. Additionally, the investigation ascertained that emotional intelligence traits related to empathy, inspiring and guiding others and responsibly managing oneself were most applicable for academic leadership. The views of participants regarding the relevance of these emotional intelligence traits in academic leadership are presented. Illustrations of how these emotional intelligence traits might manifest in a higher education context are also discussed.

DOI: https://doi.org/10.1080/03075079.2013.842225 

Abstract: This paper reviews the current literature on the concept of emotional intelligence and makes recommendations for incorporating emotional intelligence into leadership development programs. The paper is divided into four sections: the first section identifies the two most cited models of emotional intelligence. Section two reviews research on the relationship between leadership and emotional intelligence. The third section provides a synopsis of the arguments for and against emotional intelligence. The fourth and final section illuminates how the components of emotional intelligence integrate with contemporary leadership development practices and suggests some methods for developing emotional intelligence competencies among managers and leaders.

DOI: https://doi.org/10.1177/009102601204100308 

Abstract:

Purpose:The purpose of this paper is to present the argument that leadership preparation programmes in the new millennium should be required to train school leaders emotionally as well as cognitively. A number of scholars have stressed that leaders are increasingly working within roles that are politically sensitive, conflicted and complex, resulting in role anxiety, emotional stress, and professional burnout. Principals and vice‐principals are frustrated because they are being forced to manage the marketplace, curriculum change, and governance factors with an increased emphasis on accountability, marketability, and globalisation, often at the expense of their primary role as educators.

Design/methodology/approach: Such a discussion is framed within a sociological perspective of emotions and presents the importance of acknowledging the primacy of school leaders' emotions in leadership preparation programs.

Findings: Sociological aspects of emotions are examined within a context of the globalisation, marketisation, and accountability confronting Western education and their implications for extant leadership preparation programs; the latent influences of these broader issues; and, more specifically, their effect on the emotions of leaders within a context unique to Western Canada. Recommendations for what apotropaic the role of leadership preparation programmes should play in shielding leaders from being overwhelmed from within a changing educational landscape are also discussed.

Originality/value: An examination of the emotions of school leaders and the importance of acknowledging their emotions within preparation programmes remains an understudied topic in the field of education.

DOI: https://doi.org/10.1108/09578231011067776