The Effect of Principal Emotional Intelligence on Teacher Performance: Mediating Roles of Organizational Trust and Professional Learning Community

Kouhsari, Masoumeh; Chen, Junjun; Amirian, Seyedeh Khadijeh

doi:10.1080/15700763.2022.2088392

Cited by 8 publications

(4 citation statements)

References 66 publications

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“…Numerous research studies have found the heavy workload to be predictive of lower job satisfaction, lower self-efficacy and motivation (Jayaratne and Chess, 1986; Kouhsari and Bush, 2020; Kouhsari et al, 2022). Although the previous studies have directly explored the effect of two kinds of school-level factors (school climate and workload) on teachers’ professional well-being, we know less about the impact of school leadership styles on teachers’ professional well-being.…”

Section: Literature Reviewmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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The current study examines how teachers’ professional wellbeing is affected by teacher-level and school-level factors using the TALIS 2018 data. Teacher-level factors consist of teachers’ instructional practices and teachers’ professional practices and school-level factors include school climate, school leadership styles and workload. The Hierarchical Linear Modeling (HLM) was used to examine whether the principals’ leadership, school climate and workload and teachers’ instructional practices and teachers’ professional practices explain the variation in teacher self-efficacy, teacher job satisfaction, and motivation and perceptions net of several important teacher-level and school-level control variables. The results revealed that both the teacher- and school-level factors were significantly related to teachers’ professional wellbeing. These findings were discussed concerning five countries of Canada, China, Finland, Japan and Singapore. The implications of the findings for improving teachers’ professional wellbeing are discussed.

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Section: Literature Reviewmentioning

confidence: 99%

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Kouhsari

Chen

Baniasad

2022

Research in Comparative and International Education

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“…EI consists of four components: appraisal and expression of emotion in the self, appraisal and recognition of emotion in others, regulation of emotion in the self, and finally, use of emotion to facilitate performance (Wong et al, 2007) see Appendix. Goleman (1995) asserted that EI enhances the performance and effectiveness of individuals (Kouhsari et al, 2022a). Teachers' EI can be beneficial to their performance in two ways.…”

Section: Introductionmentioning

confidence: 99%

The impact of emotional intelligence, increasing job demands behaviour and subjective well-being on teacher performance: teacher-gender differences

Amirian

Kouhsari

2023

IJEM

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PurposeThe purpose of this paper is to explore the critical roles of emotional intelligence, increasing job demands behaviour and subjective well-being in teachers' performance throughout their gender.Design/methodology/approachIn this study, the authors used multi-group structural equation modelling and mediation analysis of a sample of 602 primary school teachers in Iran.FindingsThis study found that emotional intelligence significantly affected teachers' performance. Teachers' emotional intelligence and increasing job demands behaviour were significant predictors of teacher performance in both genders. Furthermore, increasing job demand behaviour had a stronger mediating effect than subjective well-being on the relationship between emotional intelligence and teachers' performance in both genders.Originality/valueThis model is an attempt to examine possible gender differences on the relationships between teachers' emotional intelligence and their job performance by mediating roles of subjective well-being and increasing job demands behaviours in a specific societal and educational context.

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“…In essence, the principal is a teacher tasked with leading the madrasa (Sahnan, 2108; Kouhsari et al, 2022). The principal acts as a leader in the madrasa who is responsible for leading the educational process related to improving the quality of human resources, increasing the professionalism of teachers, employees and all those related to the leadership of the principal (Grissom et al, 2019;Munajat, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Principals play a vital role in creating a conducive learning environment and inspiring students to achieve high academic achievement (Kouhsari et al, 2022). However, to achieve this, the principal's leadership must be practical and able to direct all components of the madrasah (Supadi, 2022;Warisno & Hidayah, 2022).…”

Section: Introductionmentioning

confidence: 99%

Optimizing Academic Achievement of Students through Effective Leadership of Principal

Falah,

Maulana,

Izzah

2023

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This study aims to analyze how the leadership of the Madrasah Aliyah Ummul Quro al-Islami principal plays a role in improving the academic achievement of its students. This research method uses a descriptive qualitative approach. Observations are used to observe phenomena in the field. Key informants in this study were the head of the madrasa, deputy head of curriculum and student affairs, homeroom teacher, subject teacher, and students. Documentation studies are used to observe documents related to research topics. Data analysis techniques include coding, thematic grouping, identifying patterns, and drawing conclusions. The results of the study found that the leadership of madrasah aliyah in increasing academic achievement was initiated by standardizing prospective madrasah heads given foundations, exemplary character development, NU values, cooperation, strengthening academic improvement programs, and the principal's desire for the role of pesantren alums in working in all fields of the profession. The results of this study can be used as a practical guide for madrasa heads in developing their leadership competencies and creating a conducive learning environment through adequate management of resources in the context of madrasah to improve student academic achievement.

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The Effect of Principal Emotional Intelligence on Teacher Performance: Mediating Roles of Organizational Trust and Professional Learning Community

Cited by 8 publications

References 66 publications

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

Multilevel analysis of teacher professional well-being and its influential factors based on TALIS data

The impact of emotional intelligence, increasing job demands behaviour and subjective well-being on teacher performance: teacher-gender differences

Optimizing Academic Achievement of Students through Effective Leadership of Principal

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