An Examination of the Relationship Between Emotional Intelligence and Servant Leadership Practices of Elementary Public School Principals in Washington State PDF Download
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Author: Kathleen J. Werner Publisher: ISBN: Category : Educational leadership Languages : en Pages : 172
Book Description
This study investigated whether there was a correlation between principal's emotional intelligence and servant leadership behaviors, as perceived by the teachers in their schools. The teachers ratings their principals' emotional intelligence and servant leadership behaviors were also compared with and the principals' self-ratings on the same measures. Many elementary principals are overwhelmed with their jobs and the level of stress sometimes reaches the point of exhaustion. This quantitative study used the Wong and Law Emotional Intelligence Scale to measure the elementary principals' rating of the independent variable emotional intelligence and the WLEIS-observer to measure the teacher ratings of the principals. Research has shown that the leadership style of a principal is important to the success of a school. Servant leadership combined with emotional intelligence were identified in this study as strongly correlated in the leadership of elementary school principals; 97% of the constructs (34 out of 35) correlated significantly in the teachers' ratings of SL and EI, and 74% of the constructs (26 out of 35) correlated significantly in the principals' ratings of SL and EI. The hope is that this study will serve as a guide to refine the investigation of the correlation of servant leadership and emotional intelligence. The findings of this study may help the elementary principals in public schools gain an understanding of the significance that servant leadership and emotional intelligence may have in their role as a school principal. The findings might also help to create a better training process to prepare elementary principals for the stressful job of prinicipalship.
Author: Kathleen J. Werner Publisher: ISBN: Category : Educational leadership Languages : en Pages : 172
Book Description
This study investigated whether there was a correlation between principal's emotional intelligence and servant leadership behaviors, as perceived by the teachers in their schools. The teachers ratings their principals' emotional intelligence and servant leadership behaviors were also compared with and the principals' self-ratings on the same measures. Many elementary principals are overwhelmed with their jobs and the level of stress sometimes reaches the point of exhaustion. This quantitative study used the Wong and Law Emotional Intelligence Scale to measure the elementary principals' rating of the independent variable emotional intelligence and the WLEIS-observer to measure the teacher ratings of the principals. Research has shown that the leadership style of a principal is important to the success of a school. Servant leadership combined with emotional intelligence were identified in this study as strongly correlated in the leadership of elementary school principals; 97% of the constructs (34 out of 35) correlated significantly in the teachers' ratings of SL and EI, and 74% of the constructs (26 out of 35) correlated significantly in the principals' ratings of SL and EI. The hope is that this study will serve as a guide to refine the investigation of the correlation of servant leadership and emotional intelligence. The findings of this study may help the elementary principals in public schools gain an understanding of the significance that servant leadership and emotional intelligence may have in their role as a school principal. The findings might also help to create a better training process to prepare elementary principals for the stressful job of prinicipalship.
Author: Suzanne Cutbirth Publisher: ISBN: Category : Educational leadership Languages : en Pages : 165
Book Description
Recent changes in federal legislation accompanied by the threat of lost funding created a sense of urgency within educational systems to orchestrate changes that would increase the achievement of all students. Public concerns including low achievement levels, high drop-out rates, and inadequate preparation for college underscore an ever growing sense of urgency at the high school level. Recent brain-functioning research has established the link between cognitive and emotional intelligence (Goleman, 1998; Goleman, Boyatzis, & McKee, 2002) while research in the field of leadership (Blake & Mouton, 1985; Bolman & Deal, 1997; Bruffee, 1997; Davis, 2003; Doyle & Smith, 2006; Fullan, 2001; George, 2004; Hersey & Blanchard, 1997; Kouzes & Posner,1987; Spillane & Camburn, 2006;) has placed emphasis on emotional competencies related to self and social emotional awareness and the regulation of emotions both personally and socially for the purpose of increasing leadership effectiveness. The fundamental problem being addressed by this study was: what emotional competencies reinforce leadership behaviors and practices that augment school improvement efforts resulting in increased student achievement? A mixed-design approach was selected for this study. Although no significant differences were found between gender or achievement groupings, individual item analysis revealed weaknesses and strengths in with regard to both emotional intelligence competency and balanced leadership behavior that may be used as starting points for professional development programs focused principal leadership.
Author: Maurice J. Elias Publisher: Corwin Press ISBN: 148336285X Category : Education Languages : en Pages : 265
Book Description
In this dynamic book, today's educational leaders offer their best ideas for building school communities that are safe, smart, caring, successful, and emotionally intelligent.
Author: Roy, Shelly R. Publisher: IGI Global ISBN: 1466683287 Category : Psychology Languages : en Pages : 365
Book Description
Humans have the capacity to detect and experience a wide spectrum of emotions in everyday life. However, the ability to identify and interpret those emotions is not a skill commonly held by all individuals, despite the significance of this skill. Promoting Trait Emotional Intelligence in Leadership and Education provides the latest information on enabling educators and leaders across industries to monitor the emotions of others as well as their own in order to interact effectively with others. Focusing on best practices and methods for training those in education and leadership positions, this publication is essential to the research needs of education administrators, professors, managers, and professionals in various disciplines.
Author: Jennifer Ann Rankin Publisher: ISBN: Category : Educational leadership Languages : en Pages : 0
Book Description
Stress experienced by elementary teachers is common, and teachers often discover that stress reduces job satisfaction, performance, and overall well-being. A record number of teachers feel marginalized and leave the profession due to high levels of stress in schools. The current study employed a phenomenological research design and gathered qualitative data from 12 elementary teachers and three corresponding principals who are considered self-sacrificing servant leaders as a possible source of reducing their perceived stress through dyadic relationships. The four attributes of servant leadership conceptually outlined a deductive framework to include an administrator's ability to communicate servant leadership through expressions of humility, empathy, autonomy, and altruism which were categorized into broader themes. The current study organically identified the complex human experience of teacher stress to stimulate new dialogue holistically, produce rich descriptions of stress among teachers, and give rise to unheard voices. The results identified six themes of teacher stress. The themes identified include fatigue, anxiety, frustration, burnout, insecurity, and coping. Teachers interviewed in this study generated 234 significant statements, concluding seven themes relevant to reducing teachers' perceived stress. Servant leaders who convey a perception of reduced stress: prioritized time, were proactive, led by example, valued staff, were approachable, "had my back," and most significantly, did not micromanage were perceived to reduce the stress of subordinates. The strongest servant leadership attributes aligning with reducing the stress of teachers were those of altruism at 37% and empathy at 28%. Although significant, humility at 21% and autonomy at 15% were found to be less influential in reducing perceived stress, and autonomy was found to be a source of stress in some instances. The results may apply to the perspectives of elementary teachers; however, it can be implemented in any organization that applies high standards and seeks to improve the well-being of their subordinates. While servant leadership is not the only leadership style that can reduce stress, themes produced may give rise to a healthier, happier workforce.
Author: Kevin Jacob Peterson Publisher: ISBN: Category : Elementary school principals Languages : en Pages :
Book Description
Key finding of the study indicate that elementary principals are most mindful in engaging communities and the least mindful in planning with data. The inferential analysis found that there was no significant difference in the relationship between principal experience and mindful instructional leadership. The discussion and findings explore the possible professional development opportunities and future research to examine the relationship of principal experience on factors of instructional leadership.
Author: Kathleen J. Werner
Author: Kathleen J. Werner
Author: Suzanne Cutbirth
Author: Andrew Thomas Fenton
Author: 
Author: Maurice J. Elias
Author: Roy, Shelly R.
Author: Jim A. McCleskey
Author: Jennifer Ann Rankin
Author: 
Author: Kevin Jacob Peterson