Emotional Intelligence: Helping Managers ‘Turn Over’ a New Leaf in Leadership Behaviors

2018 ◽  
Author(s):  
Emmanuel Dalavai
Keyword(s):  
Emotional Intelligence ◽  
Leadership Behaviors ◽  
Turn Over

scholarly journals The Mediating Role of Emotional Intelligence in the Relationship Between School Principals’ Sustainable Leadership Behaviors and Diversity Management Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Semih Çayak ◽  
Menekşe Eskici
Keyword(s):  
Emotional Intelligence ◽  
Teacher Perceptions ◽  
School Principals ◽  
Leadership Behaviors ◽  
Diversity Management ◽  
Sustainable Leadership ◽  
Management Skills ◽  
Mediating Role ◽  
The Relationship

The purpose of this research is to examine the mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. For this purpose, this research, which was designed in the relational survey model, was carried out on teachers. The data of the study were collected using the “Sustainable Leadership Scale,” “Diversity Management Scale,” and “Emotional Intelligence Scale.” Descriptive statistics, Pearson product-moment correlation coefficient, t-test, one-way ANOVA analyses and structural equation model were used in the analysis of the data. As a result of the research, it was found that the school principals’ sustainable leadership behavior levels, their ability to manage differences and their emotional intelligence levels were high according to teacher perceptions. According to the correlation analysis, it was found that there is a positive and significant relationship between sustainable leadership, diversity management, and emotional intelligence. In addition, path analyses to examine the mediator variable effect revealed that emotional intelligence has a full mediating role in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. In addition to the research, it was also examined whether teachers perceptions of school principals on sustainable leadership behaviors, diversity management skills, and emotional intelligence levels differ significantly according to teachers’ gender, professional seniority, educational status and the level of education they work in. In addition to this, they have shown that they need to use their emotional intelligence effectively.

An Affair of the Heart: Emotional Intelligence and Transformational Leadership

1996 ◽  
Vol 3 (3) ◽  
pp. 31-48 ◽  
Author(s):  
Lara E. Megerian ◽  
John J. Sosik
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Leadership Behaviors ◽  
Emotional Engagement ◽  
Future Research ◽  
Systematic Research ◽  
Intellectual Stimulation ◽  
Idealized Influence ◽  
Inspirational Motivation ◽  
Theoretical Issues

The importance of emotional engagement in motivation of followers by transformational/charismatic leaders has often been emphasized by leadership scholars. Despite such consideration, little has been espoused regarding the theoretical mechanisms by which emotions and leadership behaviors are related. By presenting a theoretical bridge between the concept of emotional intelligence (Goleman, 1995) and Bass and Avolio's (1994) components of transformational leadership (i.e., idealized influence, inspirational motivation, intellectual stimulation, individualized consideration), this paper provides a focus on such theoretical issues with the hope of stimulating more systematic research efforts. Implications for future research and organizational management are also discussed.

scholarly journals Combinative aspects of leadership style and emotional intelligence

2016 ◽  
Vol 37 (1) ◽  
pp. 107-125 ◽  
Author(s):  
Zhidong Li ◽  
Bindu Gupta ◽  
Mark Loon ◽  
Gian Casimir
Keyword(s):  
Emotional Intelligence ◽  
Leadership Style ◽  
Work Experience ◽  
Leadership Behaviors ◽  
High Stress ◽  
Emotional Impact ◽  
Implicit Assumption ◽  
Content Type ◽  
Hypothetical Scenario ◽  
Social Leadership

Purpose – The purpose of this paper is to examine whether the leader’s emotional intelligence influences the leader’s preferences for different ways of combining leadership behaviors (i.e. combinative aspects of leadership style). Design/methodology/approach – The authors used a hybrid design to collect the data to avoid common-method biases. The authors described a high-stress workplace in a vignette and asked participants to rank four styles of combining a task-oriented leadership (i.e. Pressure) statement and a socio-emotional leadership (i.e. Support) statement. The authors then asked participants to complete a Likert-scale based questionnaire on emotional intelligence. Findings – The authors found that leaders who prefer to provide Support immediately before Pressure have higher levels of emotional intelligence than do leaders who prefer the three other combinative styles. Leaders who prefer to provide Pressure and Support separately (i.e. provide Pressure 30 minutes after Support) have the lowest levels of emotional intelligence. Research limitations/implications – A key implicit assumption in the work is that leaders do not want to evoke negative emotions in followers. The authors did not take into account factors that influence leadership style which participating managers would be likely to encounter on a daily basis such as the relationship with the follower, the follower’s level of performance and work experience, the gender of the leader and the gender of the follower, the hierarchical levels of the leader and follower, and the followers’ preferred combinative style. The nature of the sample and the use of a hypothetical scenario are other limitations of the study. Practical implications – Providing leadership behaviors that are regarded as effective is necessary but not enough because the emotional impact of leadership behaviors appears to also depend on how the behaviors are configured. Originality/value – This is the first study to show that the emotional intelligence of leaders is related to their preferences for the manner in which they combine task and social leadership statements. Furthermore, two-factor theories of leadership propose that the effects of task and social leadership are additive. However, the findings show that the effects are interactive.

The photoreceptor cytoskeleton visualized

1992 ◽  
Vol 50 (1) ◽  
pp. 480-481
Author(s):  
Beth Burnside
Keyword(s):  
Outer Segment ◽  
Pigment Epithelium ◽  
Retinal Pigment ◽  
Cell Polarization ◽  
Synaptic Proteins ◽  
Cell Functions ◽  
Vertebrate Photoreceptor ◽  
Numerous Cell ◽  
Turn Over

The vertebrate photoreceptor provides a drammatic example of cell polarization. Specialized to carry out phototransduction at its distal end and to synapse with retinal interneurons at its proximal end, this long slender cell has a uniquely polarized morphology which is reflected in a similarly polarized cytoskeleton. Membranes bearing photopigment are localized in the outer segment, a modified sensory cilium. Sodium pumps which maintain the dark current critical to photosensory transduction are anchored along the inner segment plasma membrane between the outer segment and the nucleus.Proximal to the nucleus is a slender axon terminating in specialized invaginating synapses with other neurons of the retina. Though photoreceptor diameter is only 3-8u, its length from the tip of the outer segment to the synapse may be as great as 200μ. This peculiar linear cell morphology poses special logistical problems and has evoked interesting solutions for numerous cell functions. For example, the outer segment membranes turn over by means of a unique mechanism in which new disks are continuously added at the proximal base of the outer segment, while effete disks are discarded at the tip and phagocytosed by the retinal pigment epithelium. Outer segment proteins are synthesized in the Golgi near the nucleus and must be transported north through the inner segment to their sites of assembly into the outer segment, while synaptic proteins must be transported south through the axon to the synapse.The role of the cytoskeleton in photoreceptor motile processes is being intensely investigated in several laboratories.

Building Emotional Intelligence for Student Success: A Pilot Study

2019 ◽  
Vol 4 (6) ◽  
pp. 1445-1461
Author(s):  
Amee P. Shah ◽  
Mary Lou Galantino
Keyword(s):  
Emotional Intelligence ◽  
Emotional Regulation ◽  
Communication Apprehension ◽  
Communication Competence ◽  
Emotional Awareness ◽  
Self Esteem ◽  
Preliminary Evidence ◽  
Empowerment Model ◽  
Dyad Interaction ◽  
Relational Management

Purpose Nationwide, upward trends exist in student issues with anxiety, stress, depression, and lowered classroom performance. As emotional awareness and emotional regulation skills are typically not addressed in professional discipline-specific courses, students experience challenges in their academic performance. This pilot research explored the effect of brief targeted classroom practices within an empowerment-based framework on domains of emotional intelligence. Method Twenty-two students in an undergraduate speech-language pathology class received a 13-week, biweekly, 15-min session of empowerment-based worksheet exercises to develop increased self-esteem, emotional awareness and regulation, and communication. Assessments of self-esteem, emotional intelligence, communication competence, and communication apprehension were conducted using validated scales, namely, the Rosenberg Self-Esteem Scale ( Rosenberg, 1965 ), the Quick Emotional Intelligence Self-Assessment ( Mohapel, 2015 ), the Self-Perceived Communication Competence Scale ( McCroskey & McCroskey, 2013 ), and the Personal Report of Communication Apprehension ( McCroskey, 1982 ), respectively. Midsemester and semester-end student reflections were collected. Results Paired t tests were significant in self-esteem and emotional quotient, including subdomains of emotional awareness, emotional management, social emotional awareness, and relational management. Significance was noted in communication competence in the subdomains of dyad interaction, stranger interaction, and acquaintance. Students' reflection showed significant improvement in empowerment and self-rated improvements in confidence, communication, connections with peers, and trust with instructor. Conclusion Preliminary evidence demonstrates positive outcomes with integration of intentional classroom exercises to build emotional intelligence (including emotional awareness and regulation), self-esteem, and communication. This empowerment model may assist faculty in developing effective pedagogical strategies to build students' self-resiliency.

Emotionale Intelligenz und Führungsverhalten von Fußballtrainern

2018 ◽  
Vol 25 (3) ◽  
pp. 108-114
Author(s):  
Babett Helen Lobinger ◽  
Sinikka Heisler
Keyword(s):  
Emotional Intelligence ◽  
Soziale Unterstützung ◽  
Trait Emotional Intelligence ◽  
Emotionale Intelligenz ◽  
Trait Emotional Intelligence Questionnaire

Zusammenfassung. In der vorliegenden Studie wurden die Emotionale Intelligenz und das Führungsverhalten von Trainern erhoben. Insgesamt 215 Fußballtrainer bearbeiteten die deutsche Kurzversion des Trait Emotional Intelligence Questionnaire (TEIQue-SF; Freudenthaler, Neubauer, Gabler, Scherl & Rindermann, 2008 ) und die Leadership Scale for Sports (LSS; Würth, Saborowski & Alfermann, 1999 ). Neben der inhaltlichen Auseinandersetzung mit der Emotionalen Intelligenz und dem Führungsverhalten von Trainern werden die eingesetzten Verfahren einer kritischen Prüfung unterzogen. Die Prüfung der Testgüte für die vorliegende Stichprobe zeigt akzeptable interne Konsistenzen für den TEIQue und für zwei Subskalen der LSS (Demokratisches Verhalten und Soziale Unterstützung) Trainer der verschiedenen Lizenzstufen unterscheiden sind in ihrer selbstberichteten Emotionalen Intelligenz nicht voneinander. Für die Gesamtstichprobe werden Zusammenhänge zwischen Emotionaler Intelligenz und allen Subskalen (soziale Unterstützung, fachliche Unterweisung, demokratisches Verhalten und positives Feedback) der LSS gefunden. Die Diskussion nimmt sich der Einschätzung der verwendeten Messverfahren an und hebt die Bedeutung von sportspezifischen Instrumenten hervor.

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

2005 ◽  
Vol 26 (2) ◽  
pp. 100-106 ◽  
Author(s):  
James D.A. Parker ◽  
Donald H. Saklofske ◽  
Laura M. Wood ◽  
Jennifer M. Eastabrook ◽  
Robyn N. Taylor
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
Postsecondary Education ◽  
Life Transition ◽  
Full Time ◽  
Major Life ◽  
Long Term Stability ◽  
Time Period ◽  
Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Social Support, Emotional Intelligence, and Posttraumatic Stress Disorder Symptoms

2016 ◽  
Vol 37 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Nicole L. Hofman ◽  
Austin M. Hahn ◽  
Christine K. Tirabassi ◽  
Raluca M. Gaher
Keyword(s):  
Social Support ◽  
Posttraumatic Stress Disorder ◽  
Emotional Intelligence ◽  
Protective Factors ◽  
Posttraumatic Stress ◽  
Stress Disorder ◽  
Traumatic Events ◽  
Ptsd Symptoms ◽  
The Relationship

Abstract. Exposure to traumatic events and the associated risk of developing Posttraumatic stress disorder (PTSD) symptoms is a significant and overlooked concern in the college population. It is important for current research to identify potential protective factors associated with the development and maintenance of PTSD symptoms unique to this population. Emotional intelligence and perceived social support are two identified protective factors that influence the association between exposure to traumatic events and PTSD symptomology. The current study examined the mediating role of social support in the relationship between emotional intelligence and PTSD symptoms. Participants included 443 trauma-exposed university students who completed online questionnaires. The results of this study indicated that social support mediates the relationship between emotional intelligence and reported PTSD symptoms. Thus, emotional intelligence is significantly associated with PTSD symptoms and social support may play an integral role in the relationship between emotional intelligence and PTSD. The current study is the first to investigate the role of social support in the relationship between emotional intelligence and PTSD symptoms. These findings have important treatment and prevention implications with regard to PTSD.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

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