Emotional Intelligence: A Study of Female Secondary School Headteachers

Abstract

The notion that emotional intelligence can be correlated with work success is well documented, particularly with regard to leadership in the business world. However, there are few empirical studies which detail the interplay of intelligent use of emotions in school leadership. This article explores the relationship between emotional intelligence and educational leadership by drawing on the responses of seven female secondary school headteachers to emotional intelligence domains as defined by Goleman (1995). While 'positive' correlations were found, notably that these headteachers had been able to, knowingly or subconsciously, make intelligent use of their emotions; the issue of 'negative' aspects or the 'dark side' of emotional intelligence is considered.

Female Headship and Life History Research: Using Emotional Turning Points

“…The first set out to explore the career paths of women who had reached the position of secondary school headship with a particular focus on breaking through the glass ceiling (Hall, 1996). The second study focused on the concept of emotional intelligence and correlations, if any, to female secondary school leadership (Cliffe, 2011). Each investigation was based on a sample of seven headteachers from different authorities and different types of schools across England, so in all a total of 14 women.…”

“…Whilst it was intended to explore the correlation of emotional intelligence and female school leadership in the second investigation, the prominence on this aspect occurred after data collection from the first set of semi structured interviews, where the emphasis shifted from emotional intelligence to "using emotional information intelligently" (Cliffe, 2011); thus demonstrating emotional competence, particularly in regard to personal behaviour and decision making.…”

Relationship between principals’ emotional intelligence and instructional leadership practices in Malaysian secondary schools

“…Thus, based on the problems stated, this study is important because research on emotional intelligence and school leaders rarely done especially in Malaysia (Abdul, 2007) as well as recommendations by Hebert (2011) andCliffe (2011) which encourages more research conducted to investigate the relationship between emotional intelligence and leadership in schools. Most of the studies conducted are related to the general leadership in the field of industry, banking and business view to profit (profit) while education is classified in the non-profitable fields.…”

Utilization of Emotional Intelligence in the Management of Cultural Change in the High School in China

“…The term emotional intelligence, popularized by Goleman [1], has attracted researchers' attention from psychological, management and educational areas, and has had a great impact on the study of emotions at work [2][3][4][5]. Focusing on the features of emotional intelligence identified by scholars [4][5][6][7], the term comprises at least four components: 'self-awareness; awareness of others; regulating emotions; developing emotional literacy'.…”

“…Focusing on the features of emotional intelligence identified by scholars [4][5][6][7], the term comprises at least four components: 'self-awareness; awareness of others; regulating emotions; developing emotional literacy'. In this sense, we see that emotional intelligence can be used to deal with individuals' emotions and establish social relationships, which potentially affects organizational functioning and effectiveness in the workplace.…”