Bibliografías temáticas / School principals Educational leadership. Emotional intelligence

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Literatura académica sobre el tema "School principals Educational leadership. Emotional intelligence"

Autor: Grafiati
Publicado: 4 de junio de 2021
Última modificación: 1 de febrero de 2022

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Artículos de revistas sobre el tema "School principals Educational leadership. Emotional intelligence"

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Taliadorou, Nikoletta, and Petros Pashiardis. "Examining the role of emotional intelligence and political skill to educational leadership and their effects to teachers’ job satisfaction." Journal of Educational Administration 53, no. 5 (2015): 642–66. http://dx.doi.org/10.1108/jea-02-2014-0025.

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Purpose – The purpose of this paper is to examine whether emotional intelligence and political skill (PS) of school principals influence the way they exercise leadership and the job satisfaction of their teachers. Design/methodology/approach – As regards to the methodology, quantitative research methods were used to conduct the research. Specifically, the data analysis was performed with the statistical program SPSS and the EQS program for the development of structural equation models. Participants were 182 principals of Cyprus public elementary schools and 910 teachers. Findings – The finding
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Tohari, Hamim. "Gaya Kepemimpinan berbasis Emotional Intelligence." Jurnal Kependidikan 5, no. 1 (2017): 37–54. http://dx.doi.org/10.24090/jk.v5i1.1241.

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This paper is intended to provide input to school principals or leaders of educational institutions to not only pay attention to aspects of intellectual and spiritual intelligence in the use of leadership style, but also attention to aspects of emotional intelligence because this aspect has an important role in interacting with subordinates. Emotional intelligence is interpreted as the ability to listen to emotional whispers, and make it an important source of information to understand yourself and others to achieve a goal. If the principal can use this emotional intelligence well, the emotion
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Wirawan, Hillman, Muhammad Tamar, and Elvita Bellani. "Principals’ leadership styles: the role of emotional intelligence and achievement motivation." International Journal of Educational Management 33, no. 5 (2019): 1094–105. http://dx.doi.org/10.1108/ijem-04-2018-0127.

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Purpose The purpose of this paper is to investigate the effect of emotional intelligence (EI) and achievement motivation (AM) on elementary school principals’ leadership styles. This study investigates the contribution of EI and AM on the two major leadership categories: the task-oriented and relationship-oriented leadership. Design/methodology/approach This paper is a quantitative study with the implementation of correlation and hierarchical regression analysis. The surveys (i.e. EI scale, AM scale, leadership style questionnaire) were sent randomly to 280 elementary school principals in Sout
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Pathurrahman, Farid, Juhri AM, and Muhammad Ihsan Dacholfany. "PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN KECERDASAN EMOSIONAL GURU TERHADAP KINERJA GURU SMK NEGERI DI KOTA METRO LAMPUNG." Ri'ayah: Jurnal Sosial dan Keagamaan 5, no. 02 (2021): 203. http://dx.doi.org/10.32332/riayah.v5i02.2818.

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School Principal as the leader in particular school is influential to the teacher performance, in the effort of raising the performance in order to achieve the educational goal of the school. The leader has responsibility both physically and non-physically for the successful performance of the school. The principal's leadership must be able to influence all the school employees so that they are willing to work hard to improve performance voluntarily and passionately in achieving the vision, mission and goals of the school. Emotional Intelligence of the teacher will be able to send out warmth,
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Kallciu, Nada, Rovena Cakaj, and Bruna Papa. "EMOTIONAL INTELLIGENCE AS PART OF THE STRATEGIC DEVELOPMENT AND MANAGEMENT STYLE IN THE PRE-HIGH EDUCATIONAL SYSTEM IN ALBANIA." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 121–27. http://dx.doi.org/10.12955/pss.v1.58.

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In today’s modern world, emotional intelligence (EI) has a strong connection in the work environment and it is considered to be one of the key factors in the well-functioning of institutions, especially of educational ones.
 The main aim of this study is to identify, whether the directors of the schools of the pre-high educational system in Albania are aware of the concept of emotional intelligence, are trained and if they implement it in their leading style, in order to achieve an overall success in schools. The study also aims to identify the differences between new and senior principal
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Buskila, Yaffa, and Tamar Chen-Levi. "The Role of Authentic School Leaders in Promoting Teachers' Well-Being: Perceptions of Israeli Teachers." ATHENS JOURNAL OF EDUCATION 8, no. 2 (2021): 161–80. http://dx.doi.org/10.30958/aje.8-2-3.

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This study aims to explore teachers’ perceptions of the role played by school principals in promoting teachers' well-being. The teachers in Israel have a low professional self-image and work under stressful conditions. Psychological well-being combines a good feeling with effective functioning and promoting well-being can enhance efficacy at work. This is a qualitative study, with a personal interpretive paradigm of teachers' reflections. Data was collected from 53 teachers and analyzed in a four-stage process: condensing, coding, categorizing, and theorizing. The study was based on the planne
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Grobler, Bennie, Connie Moloi, and Sunita Thakhordas. "Teachers’ perceptions of the utilisation of Emotional Intelligence by their school principals to manage mandated curriculum change processes." Educational Management Administration & Leadership 45, no. 2 (2016): 336–55. http://dx.doi.org/10.1177/1741143215608197.

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This quantitative study investigates teachers’ perceptions of how Emotional Intelligence (EI) was utilised by their school principals to manage mandated curriculum change processes in schools in the Johannesburg North district of Gauteng in South Africa. Research shows that EI consists of a range of fundamental skills that could enable school principals to facilitate the curriculum changes that are mandated by the Department of Basic Education and implemented by teachers in their classrooms. Researchers argue that principals could simply instruct teachers that the Curriculum Assessment Policy
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Sun, Hechuan, Xiaodong Wang, and Sailesh Sharma. "A study on effective principal leadership factors in China." International Journal of Educational Management 28, no. 6 (2014): 716–27. http://dx.doi.org/10.1108/ijem-11-2013-0173.

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Purpose – The purpose of this paper is to find out what are the effective school principal leadership (ESPL) factors or indicators that Chinese teachers consider or expect. It explains how and why ESPL factors are important for effective school improvement (ESI). It tries to expand the domain knowledge of ESPL. Design/methodology/approach – The questionnaires consisted of eight factors and 40 indicators. The rating instrument was a five point Likert Scale (from 1 to 5). In total, 100 school teachers in Liaoning Province of mainland China were participated and surveyed. Factor analysis, t-test
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Berkovich, Izhak, and Ori Eyal. "The mediating role of principals’ transformational leadership behaviors in promoting teachers’ emotional wellness at work." Educational Management Administration & Leadership 45, no. 2 (2016): 316–35. http://dx.doi.org/10.1177/1741143215617947.

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The present study aims to examine whether principals’ emotional intelligence (specifically, their ability to recognize emotions in others) makes them more effective transformational leaders, measured by the reframing of teachers’ emotions. The study uses multisource data from principals and their teachers in 69 randomly sampled primary schools. Principals undertook a performance task to allow assessment of their emotion recognition ability; half the teachers’ sampled ( N = 319) reported on principals’ leadership behaviors and the other half ( N = 320) on teachers’ subjective perceptions of pri
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Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." International Journal of Adult Vocational Education and Technology 8, no. 3 (2017): 25–43. http://dx.doi.org/10.4018/ijavet.2017070103.

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Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative as
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Tesis sobre el tema "School principals Educational leadership. Emotional intelligence"

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Cook, Charles Roy. "Effects of emotional intelligence on principals' leadership performance." Diss., Montana State University, 2006. http://etd.lib.montana.edu/etd/2006/cook/CookC0506.pdf.

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Barent, Jeanie Marie. "Principals' levels of emotional intelligence as an influence on school culture." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/barent/BarentJ0505.pdf.

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It is not fully known what assumptions can be made, if any, regarding the emotional intelligence (EI) of a school principal and the influence that has on a school\'s culture. This study measured the EI of 15 principals willing to participate from randomly selected school districts in Wyoming, using the Mayer-Salovey-Caruso EI Test (MSCEIT), which measures four categories of EI: (1) Managing Emotions, assessed using the Emotional Management task and the Social Management task, (2) Understanding Emotions, assessed using the Blends task and the Changes task, (3) Using Emotions, assessed using the
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Reed, Thomas G. "Elementary principal emotional intelligence, leadership behavior, and openness an exploratory study /." Columbus, Ohio : Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1133194372.

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Hebert, Elizabeth B. "The Relationship between Emotional Intelligence, Transformational Leadership, and Effectiveness in School Principals." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/eps_diss/66.

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In the rapidly changing school environment effective principals are needed to make necessary changes while also developing a culture of shared responsibility and community (Hallinger & Heck, 1998; Leithwood & Jantzi, 1999). The correlation between transformational leadership and emotional intelligence was investigated in this quantitative study of school principals. Also included in the research was the investigation of the relationship between each construct and effectiveness as perceived by their teachers. The research sample was composed of 30 elementary, middle, and high school principals
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Jackson, Christopher W. Huffman Jane Bumpers. "An analysis of the emotional intelligence and personality of principals leading professional learning communities." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-6093.

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Jackson, Christopher. "An Analysis of the Emotional Intelligence and Personality of Principals Leading Professional Learning Communities." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6093/.

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The purpose of this study was to investigate the relationship between a principal's emotional intelligence and personality and his or her ability to implement and develop professional learning communities within the school. The Professional Learning Community Assessment (PLCA) was administered to principals and teachers in 13 schools in Texas ranging from elementary to high school. Based on the strength of the PLCA scores, two elementary schools were selected to participate in case study research. The principals of these two campuses were administered an emotional intelligence instrument (MSCE
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Myers, Edward Leroy. "A Case Study of a Male School Principal's Leadership Practices: An Exploration of Emotion & The Ethic of Care." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/214808.

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Educational Administration<br>Ed.D.<br>This qualitative single-site case study examined the philosophy, decisions, and behaviors of a particular male school principal who subscribed to a form of care-based leadership practice. A Pennsylvania high school principal with a distinct leadership philosophy centered on the ethic of care was chosen to participate in this study. The purpose of this study was to explore the role of emotion as it relates to leadership philosophy and the enactment of leadership decisions and actions. Additionally, the short and long-term organizational effects of leader b
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Dali, Christopher Malizo. "Adequacy of the advanced certificate in education to develop the work-intergrated learning competencies of principals: a case study." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1342.

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The aim of this study was to explore the adequacy of the Advanced Certificate in Education (School Leadership) programme to develop the school principals’ workintegrated learning competencies (WILCs) at the Higher Education Institutions (HEIs). One of the objectives of this study was therefore to determine the extent to which the Advanced Certificate in Education (ACE) – School Leadership (SL) programme could utilise emotional intelligence (EI) to develop the principals’ intrapersonal and interpersonal competencies for collegial leadership. Another objective was to explore the school principal
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Segredo, Mirta R. "The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture." FIU Digital Commons, 2014. http://digitalcommons.fiu.edu/etd/1457.

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The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implem
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Juma, Dalal Sabri. "The Relationship Between Emotional Intelligence of Principals and the Overall Organizational Climate of Public Elementary Schools." Thesis, Grand Canyon University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3564904.

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<p> In this study the researcher examined the influence between a principal's self-perceived emotional intelligence and the overall organizational climate of one public elementary school as perceived by the principal's followers. These followers included teaching and non-teaching staff. It was not known how self-perceived emotional intelligence of a principal in a public elementary school influences the overall organizational climate as perceived by staff members within the school. The main research question of this study was: What is the nature of the self-perceived emotional intelligence of
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Libros sobre el tema "School principals Educational leadership. Emotional intelligence"

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James, Tobin, ed. Smart school leaders: Leading with emotional intelligence. Kendall/Hunt Pub., 2003.

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Harris, Belinda. Supporting the emotional work of school leaders. P.C.P., 2007.

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Inspire, motivate, collaborate: Leading with emotional intelligence. National Middle School Association, 2009.

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Moore, Bobby. Inspire, motivate, collaborate: Leading with emotional intelligence. National Middle School Association, 2009.

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McDowelle, James O. Leading with emotion: Reaching balance in educational decision making. Scarecrow Press, 2002.

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Patricia, Stahl, ed. Bringing yourself to work: A guide to successful staff development in after-school programs. Teachers College Press, 2004.

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Seligson, Michelle. Bringing yourself to work: A guide to successful staff development in after-school programs. Teachers College Press, 2004.

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Boddy, David. Mind Your Head: An Emotional Intelligence Guide for School Leaders. Catt Educational, Limited, John, 2013.

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Patti, Janet, and James Tobin. Smart School Leaders: Leading with Emotional Intelligence. Kendall/Hunt Publishing Company, 2004.

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Green, Wanda S. Maulding, and Ed Leonard. Improving Your Leadership Intelligence. Rowman & Littlefield Publishers, Incorporated, 2017.

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Capítulos de libros sobre el tema "School principals Educational leadership. Emotional intelligence"

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Segredo, Mirta R., Peter J. Cistone, and Thomas G. Reio. "Relationships Between Emotional Intelligence, Leadership Style, and School Culture." In Research Anthology on Preparing School Administrators to Lead Quality Education Programs. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3438-0.ch039.

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Research regarding the association between emotional intelligence, leadership style and organizational culture has been inconclusive. The purpose of this study was to explore these relationships in elementary school settings. A non-experimental ex post facto research design was utilized to investigate four research hypotheses. Fifty-seven principals and 850 teachers within a large urban school district in southeast Florida were surveyed. Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership, and negative associations between school culture and passive-avoidant leadership. Significant positive associations were found also between school culture and the principals' emotional intelligence after controlling for leadership style. The hierarchical linear regressions revealed significant associations between leadership style and school culture after controlling for school grade as well. The results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, contingent reward and school culture found in this study validate the role of the principal as the leader of school reform.
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Marishane, Ramodikoe Nylon, and Sharon Thabo Mampane. "Contextually Intelligent Leadership for Improving Schools Across Different Contexts and Regions." In Advances in Educational Marketing, Administration, and Leadership. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5858-3.ch003.

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One of the main challenges facing school principals in many parts of the world today is how to create a meaningful balance between accountability and innovation. This challenge is rooted in the existing tension between managerialism and leadership theory prevailing across contexts and regions. It is manifested by two competing contextual demands put on school principals, namely, the demand for accountability for outcomes (expressed, among others, through standards-based accountability policies) on the one hand, and the demand for innovation and creativity current leadership theories postulate in view of the context of change schools are operating in. Based on the review of the literature, this chapter presents the tension between school leadership and management and how this manifests itself in both theory and practice. The chapter examines the potential for reducing the tension through contextual intelligence and concludes by outlining possible strategies to narrow the gap between the two and resolve the challenge.
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Grace B. Lubguban, Mary. "Emotional Competence of Women Administrators." In The Science of Emotional Intelligence. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.97884.

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Leadership is a social mechanism where action toward a common goal is affected by any person or community. The organization is in trouble without effective leadership, it has been said. Any educational institution’s success hinges greatly on how competent the leaders are. The research’s main objective is to assess the emotional competencies of women school administrators at public and private schools in Siquijor, Central Visayas, Philippines. The study focuses on the five (5) dimensions of emotional competence which are self-awareness, self-regulation, motivation, empathy and social skills. The study was conducted to fifty-seven (57) school heads or administrators during School Year 2016–2017. The study revealed that the women administrators are all experienced and possess a high degree of emotional competence relative to their performance as leaders and administrators.
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Actas de conferencias sobre el tema "School principals Educational leadership. Emotional intelligence"

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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.

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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulf
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