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

Maulod, Shafinaz A.; Piaw, Chua Yan; Alias, Shahrin; Wei, Leong Mei

doi:10.21833/ijaas.2017.03.019

Cited by 3 publications

(1 citation statement)

References 15 publications

(17 reference statements)

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“…High self-efficacy teachers are able to provide an effective learning environment and can handle challenging tasks. In addition, teachers who have high levels of self-efficacy are more likely to develop the best possible plans, continually look for innovative ways to meet the requirements of their students, and consistently inspire pupils to do better (Cansoy & Parlar, 2018;Maulod et al, 2016;Şeker, 2021;Allinder, 1994;Guskey, 1988;Tschannen-Moran & Hoy, 2001;Johari, Saad & Kasim, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Stories of Teachers Holding Multiple Roles Outside Teaching: Consequences and Opportunities

Toňacao,

Oliva

2023

EJSE

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Abstract:The research study focused on the stories of teachers holding multiple roles outside teaching: consequences and opportunities, their lived experiences, how they cope with their present situation, and the insights they can share with other teachers who will experience the same experiences they have. This study used the qualitative phenomenological method of research to explore in depth the experiences, coping strategies, and personal insights that can be shared by the participants. The research study purposely identified nine (9) teachers of the senior high schools (6 for the focus group discussion and 3 for the in-depth interview) who are presently holding multiple roles while teaching in the three (3) identified national high schools in Davao Region. The results showed that the participants have their own share of good and bad experiences while holding multiple roles, stating that they encountered time management issues and expressed their struggles and stress but felt opportune with the responsibility they have at present. As their coping strategies, they expressed that resilience is accepting the things to be in the new reality, time and priorities are vital, being driven by it, learning, enjoying and loving the work and consulting and sharing thoughts with peers. Explored three strategies and methods specifically self-determination, perseverance, and sharing ideas and resources with peers. Also revealed are the insights that can be shared with others: do the best you can until you know better, in the midst of difficulty, lies opportunity and teamwork makes dream work. Article visualizations:<img src="/-counters-/soc/0099/a.php" alt="Hit counter" />

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Section: Literature Reviewmentioning

confidence: 99%

Stories of Teachers Holding Multiple Roles Outside Teaching: Consequences and Opportunities

Toňacao,

Oliva

2023

EJSE

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References

2023

The Emotional Life of School-Level Leaders

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School leadership as (un) usual. Insights from principals in Sweden during a pandemic. International Studies in Educational Administration, 48(2), 35-41. Alberta. (2023). Education act. https://kings-printer.alberta.ca/1266.cfm? page5E00P3.cfm&leg_type5Acts&isbncln59780779839049 Alberta Education. (2020). Leadership quality standard. https://www.alberta.ca/assets/ documents/ed-leadership-quality-standard-english.pdf Alberta Teachers Association. (2017). A national study of the impact of electronic communication on Canadian school leaders. https://legacy.teachers.ab.ca/ SiteCollectionDocuments/ATA/Publications/Research/COOR-104%20A% 20National%20Study%20of%20the%20Impact%20of%20Electronic%20Communi cation%20on%20Canadian%20School%20Leaders.pdf Alberta Teachers' Association [ATA]. (2019). School wellness and well-being initiatives across Canada: Environmental scan and literature review. https://www.teachers.ab.ca/ SiteCollectionDocuments/ATA/Publications/Research/COOR-101-27%20School% 20Wellness%20and%20Wellbeing%20Initatives%20across%20Canada.pdf

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Considering Emotional Intelligence as a Leadership Competency for Lesotho Secondary School Principals

Sepiriti¹

2023

EUROPEAN J ED MANAGE

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As an educationist over the years, I have experienced principals’ outburst and their tendency to make a scene out of seemly minor issues that could have been addressed with little modesty. This behaviour has led to an uproar amongst parents, teachers and learners about the school principals’ insensitiveness which is attributed to lack of emotional intelligence (EI) competency. The study is underpinned by the transformational leadership theory which aims at pioneering change of attitude in school leadership so that different educational actors could be influenced to achieve the school and overall educational objectives. This qualitative study generated data from five (5) conveniently selected secondary school principals, five (5) parents and five (5) teachers using semi-structured interviews. Using thematic analysis method, the study revealed that principals with EI are able to enhance school performance and satisfy parents. Thus, the study revealed that EI is useful in establishing and maintaining good relationships with different school stakeholders. It is fundamental in managing conflicts in schools and facilitates constructive management of any stressful situations. The study further revealed that principals could acquire this skill through self-enrichment and induction initiatives by the Ministry of Education and Training (MoET). It is recommended that before principals are appointed, they should be subjected to multiple aptitude tests to evaluate their knowledge and competencies. Furthermore MoET through its experts should continually induct principals on EI aspects.

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

Cited by 3 publications

References 15 publications

Stories of Teachers Holding Multiple Roles Outside Teaching: Consequences and Opportunities

Stories of Teachers Holding Multiple Roles Outside Teaching: Consequences and Opportunities

References

Considering Emotional Intelligence as a Leadership Competency for Lesotho Secondary School Principals

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