The Emotional Intelligence of the Principal is Essential in the Leadership of a Functional School

Bipath, Keshni

doi:10.18848/1447-9494/cgp/v15i10/45949

Cited by 11 publications

(18 citation statements)

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“…Considering the scarcity of empirical evidence detailing the role of using emotions intelligently in school leadership (Berkovich and Eyal 2017;Cai, 2011), particularly the one that relates to instruction, this paper offers empirical evidence that principals' EI predicted their instructional leadership behaviors. This conclusion aligns with findings from previous studies that report a positive relationship between principals' EI and their leadership behaviors (Bipath, 2008;Goldring et al, 2015;Grobler et al, 2017). It further supports the results that subordinates' perceived leadership behaviors strongly relate to their leaders' EI (Kerr et al, 2006), and reinforces the argument that skills of effectively handling emotions contribute to successful leadership (e.g.…”

Section: Understanding the Structural Modelsupporting

confidence: 90%

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership

Chen¹,

Guo

2018

Educational Management Administration & Leadership

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This paper reports on a study that examined the effect of school principals’ emotional intelligence, and their instructional leadership, on improving teachers’ instructional strategies. A sample of 534 primary teachers from 54 primary schools in China was approached and invited to respond to a questionnaire. Structural equation modelling identified the relationships between three constructs – Wong’s Emotional Intelligence Scale, the Principal Instructional Management Rating Scale, and the Instructional Strategy Scale – and between the dimensional levels. The study confirmed the theoretical proposition that principals’ EI and their instructional leadership behavior are influential factors with regard to teachers’ instructional strategies. The findings are of particular interest because they include the element of emotional intelligence for improvement of teaching practice and evaluating the effectiveness of the principal.

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Section: Understanding the Structural Modelsupporting

confidence: 90%

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership

Chen¹,

Guo

2018

Educational Management Administration & Leadership

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“…According to Bipath (2008), there is a need to move on from examining the positive impact of school libraries to studying exactly what a quality school library program entails. Small-scale studies could be one way in which to go about this as they could potentially provide a deeper understanding of the mechanisms of important school library factors isolated by large-scale studies.…”

Section: Caveatsmentioning

confidence: 99%

“…Nevertheless, it must be noted that research on resource allocation and student achievement has been conducted primarily in western, English-speaking contexts although a growing international body of research is also exploring this relationship. The debate in South Africa in relation to whether there is relation between school resources and learner performance has not reached any consensus, and there is still robust debate taking place in view of the two strong views in support of and against the existence of such a relationship (Bipath 2008;Bloch 2012;Moloi and Strauss 2015;Spaull 2011). Donohue and Bornman (2014) argue that, in the Assessment Frameworks for the 2007 Trends in International Mathematics and Science Study (TIMSS), internationally students from well-resourced schools generally demonstrated higher achievements as compared to students from schools that reported resource shortages.…”

Section: Introductionmentioning

confidence: 99%

The Role of Resources in Promoting Teaching and Learning in South Africa

Molaudzi¹

2020

The Education Systems of Africa

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This chapter provided a brief discussion on the allocation or availability of the school resources in sampled public secondary schools in South Africa. It further identified the three basic components of school resources, which are material resources, physical facilities, and human resources. It showed how the provision of basic resources could contribute or not to improvement in learner achievement. The study has looked at both international and national experience on the availability of school resources in public schools. The literature review has revealed contrasting views from different studies on the relationship between provision of resources and learner achievement in public schools. Some studies confirmed the view that regards resources as determinant in promoting teaching and learning in public secondary schools. Resource availability in most cases in developing countries was found to improve attendance of learners in public schools. Most of the studies reviewed acknowledged the critical role played by a functional school library and the professional librarian in enhancing effective learning and teaching in public secondary schools. A strong school library

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“…Another study (Bipath 2008) also employs Goleman's (1998) EI model, but relies on qualitative data from two African schools. The researcher observed substantial differences in the behaviours of two principals who had different levels of EI.…”

Section: Variables Associated With Eimentioning

confidence: 99%

“…For example, emotionally intelligent leaders are more able to foster collaboration among people (e.g. Vitello-Cicciu 2001, Bipath 2008, which is also a turnaround action listed in Table 2. Therefore, we can expect that a principal with high EI may be more capable of getting teachers to collaborate.…”

Section: Figure 2 Connections Between Behaviours Predicted By Ei Andmentioning

confidence: 99%

Can principals' emotional intelligence matter to school turnarounds?

Cai¹

2011

International Journal of Leadership in Education

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Through the literature review, the study aims to explore the relationship between the emotional intelligence (EI) of principals and the turnarounds of low-performing schools and generate some hypotheses regarding this issue. Rigorous, empirical studies published in the last 15 years are selected and reviewed around three relevant topics: the variables associated with EI, the problems facing low-performing schools and the effective leader behaviours to turn around struggling schools. Special attention is paid to the EI models and measures employed by these studies, as well as the consistency of their findings. It is hypothesized that a principals' EI might be linked to some variables relevant to school turnarounds. Future studies that test these hypotheses may have implications for principal selection and leadership development at low-achieving schools.

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The Emotional Intelligence of the Principal is Essential in the Leadership of a Functional School

Cited by 11 publications

References 0 publications

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership

Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership

The Role of Resources in Promoting Teaching and Learning in South Africa

Can principals' emotional intelligence matter to school turnarounds?

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