Investigating trait emotional intelligence among school leaders: demonstrating a useful self-assessment approach

Abstract

An exploratory study of two grammar schools in the South East of England is used to justify and demonstrate a self-assessed approach that investigates trait emotional intelligence (EI) among school leaders. First, the theoretical underpinnings of ability and trait EI approaches are critically compared based on recent relevant literature. Then the results from TEIQue-SF, a self-evaluation questionnaire, are presented and discussed. Finally, notwithstanding limitations of the study and the approach taken, we suggest that with further empirical research, a refined and usable self-assessed approach could be a useful way for practitioners to evaluate trait EI among school leaders in the future.

A Comparison of the Ability Emotional Intelligence of Head Teachers With School Teachers in Other Positions

“…In this case, differences were found between head teachers and the rest of the participants: middle leaders, tutors and, again, teachers. These results revealed higher scores for head teachers in comparison with the other positions, findings that are consistent with a previous study using a self-report instrument (Benson et al, 2014). Further, the greatest differences were found between head teachers and the workers with no leadership role and fewer responsibilities, that is, for teachers.…”

“…Previous differences found between head teachers and teachers in the understanding branch could be due to the years of teaching experience, according to the results of Benson et al (2014). Nonetheless, this variable showed no significant results when introduced as a covariate between the understanding branch and the work position variable.…”

“…Given that head teachers play the role of leaders in their educational centers, it is expected that among their characteristics they will show high EI, which will help them to exercise their role in the most efficient way possible. However, since a previous study found that teaching experience influences the scores of teachers on EI (Benson et al, 2014), higher scores on EI for head teachers could be due to having more extensive teaching experience, rather than their work position. We will therefore explore the alternative hypothesis that years of teaching experience could explain the relationship between work position and EI scores.…”

“…However, rather less is known about the relevance of the EI construct in head teachers. To our knowledge, only one study has examined EI scores in this population (Benson et al, 2014). These authors analyzed EI through a self-report mixed model instrument and found differences between senior and middle school leaders (a directional school position in which the leader is in charge of organizing only a specific school cycle).…”

Emotional intelligence and school leaders: Evidence from Abu Dhabi

“…Emotional intelligence is, therefore, a key attribute of innovative and effective school leadership and a complementary resource for creating competent school leaders and developing resilient school communities (Benson et al, 2014). Wong et al (2010) demonstrated that emotional intelligence was positively related to Hong Kong school leaders' performance, job success and satisfaction.…”