Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader: Emotional and Social Intelligence Leadership Program

María Trinidad Sánchez Núñez; Janet Patti; José Miguel  Latorre-Postigo

doi:10.24310/espsiescpsi.v16i1.14754

Autores/as

María Trinidad Sánchez Núñez España
Janet Patti Department of Curriculum and Teaching, Hunter College. New York. USA Estados Unidos
José Miguel Latorre-Postigo Faculty of Medicine, Department of Psychology, University of Castilla-La Mancha. Albacete, Spain; Applied Cognitive Psychology Unit (CICyPA), Albacete, Spain. España

DOI:

https://doi.org/10.24310/espsiescpsi.v16i1.14754

Palabras clave:

inteligencia emocional, formación, liderazgo, aspirantes a líderes escolares

Resumen

Este estudio exploratorio se centró en el impacto del entrenamiento en inteligencia emocional en el desarrollo de habilidades de liderazgo educativo. Usando un enfoque metodológico cuasi-experimental, se evaluó la efectividad de un curso sobre desarrollo de liderazgo en inteligencia emocional durante el primer semestre de un programa de liderazgo de posgrado. El curso se basó en el marco de la inteligencia emocional de Daniel Goleman y también utilizó el Modelo de Habilidad de Mayer y Salovey. La muestra estuvo formada por 45 aspirantes a líderes de una universidad urbana de Nueva York. Las medidas de evaluación incluyeron el Inventario de Prácticas de Liderazgo (LPI) y el Inventario de Competencia Social Emocional (ESCI). Los resultados preliminares analizados mediante pruebas t de muestras pareadas mostraron diferencias positivas estadísticamente significativas en todas las variables del ESCI y el LPI. Un análisis posterior, con un diseño cuasi-experimental pre-postest, evaluó el efecto de la cohorte y la maduración. Los resultados mostraron diferencias positivas estadísticamente significativas en las cinco competencias de liderazgo del LPI, excepto en Desafío. La percepción de los futuros líderes escolares sobre sus competencias de inteligencia emocional, medida por ESCI, también demostró resultados positivos significativos en todas las variables, excepto en Autoconciencia.

Descargas

Los datos de descargas todavía no están disponibles.

Métricas

Cargando métricas ...

Citas

Anderson, C. J. (2019). A Leader’s Emotional Self-Control and Management of Others Impacts a School’s Climate. Journal of Invitational Theory and Practice, 25, 39–57. https://files.eric.ed.gov/fulltext/EJ1251826.pdf

Ayiro, L. P. (2009). An analysis of emotional intelligence and the performance of principals in selected schools in Kenya. Advances in Developing Human Resources, 11(6), 719-746. https://doi.org/10.1177/1523422309360958

Bar-On, R. (1997). Development of the BarOn EQi: A Measure of Emotional and Social Intelligence. Annual Convention of the American Psychological Association. Chicago, Illinois.

Boyatzis, R. E. (2009). Competencies as a behavioral approach to emotional intelligence. Journal of Management Development, 28(9), 749-770. https://doi:10.1108/02621710910987647

Boyatzis, R. E. (2018). The behavioral level of emotional intelligence and Its measurement. Frontiers in Psychology, 9, 1438. https://doi.org/10.3389/fpsyg.2018.01438

Boyatzis, R. E., & Goleman, D. (2017). Emotional and Social Competency Inventory. Boston, MA: The Hay Group (now Korn Ferry Hay Group).

Boyatzis, R. E., & Saatcioglu, A. (2008). A 20?year view of trying to develop emotional, social and cognitive intelligence competencies in graduate management education. Journal of Management Development, 27(1), 92-108. https://doi.org/10.1108/02621710810840785

Boyatzis, R. E., Goleman, D., and Rhee, K. (2000). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI)s. In R. Bar-On and J.D.A. Parker (eds.), Handbook of emotional intelligence. San Francisco: Jossey-Bass, pp. 343-362.

Boyatzis, R. E., Stubbs, E. C., & Taylor, S. N. (2002). Learning cognitive and emotional intelligence competencies through graduate management education. Academy of Management Learning & Education, 1(2), 150-162. https://www.jstor.org/stable/40214147

Boyatzis, R., & Ratti, F. (2009). Emotional, social and cognitive intelligence competencies distinguishing effective Italian managers and leaders in a private company and cooperatives. Journal of Management Development, 28 (9), 821-838. https://doi.org/10.1108/02621710910987674

Boyatzis, R., Guise, S., Hezlett, S., Kerr, P., & Lams, S. (2017). Emotional and social competence inventory. Research guide and technical manual. Hay Group. L&T and the McClelland Center for Research and Innovation. http://eiconsortium.org/pdf/ESCI_user_guide.pdf

Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144-161. https://doi.org/10.1080/00461520.2019.1614447

Church, C. F. (2010). Principal preparation: Learning to become an effective leader of people through the lens of emotional intelligence [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 70, Issue 9–A, p. 3284).

Cibulka, J. C. (2009). Declining support for higher-education leadership preparation programs: An analysis. Peabody Journal of Education, 84 (3),453-466. https://doi:10.1080/01619560902973654

Collaborative for Social, Emotional, and Academic Learning. (2019). CASEL guide: Effective social and emotional learning programs. http://www.casel.org/guide

Craig, H. (2019, January 30). The theories of emotional intelligence explained. Positive Psychology. https://positivepsychology.com/emotional-intelligence-theories/#:~:text=Bar-On's%20model%20of%20EI,-making%2C%20and%20stress%20management.

Director, L. (2016). Examining the relationship between emotional intelligence and leadership responsibilities: A comparison of aspiring, beginner, mid-level, and experienced leaders [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 77, Issue 5–A(E)).

Fotheringham, P., Harriott, T., Healy, G., Arenge, G., & Wilson, E. (2022). Pressures and influences on school leaders navigating policy development during the COVID?19 pandemic. British Educational Research Journal, 48(2), 201-227. https://doi.org/10.1002/berj.3760

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bloomsbury Publishing.

Goleman, D. (1998). Working with emotional intelligence. Bantam.

Goleman, D. (2001). An EI-based theory of performance. In D. Goleman, & C. Cherniss (eds.), The Emotionally Intelligent Workplace: How to Select for, Measure, and Improve Emotional Intelligence in Individuals, Groups, and Organizations. San Francisco, CA: Jossey-Bass.

Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership: The hidden driver of great performance. Harvard business review, 79(11), 42-53.

Gómez-Leal, R., Holzer, A., Bradley, C., Fernández-Berrocal, P. & Patti, J. (2021): The relationship between emotional intelligence and leadership in school leaders: a systematic review. Cambridge Journal of Education, 1-21. https://doi.org/10.1080/0305764X.2021.1927987

Hilts, D., & Liu, Y. (2023). School counselors’ perceived school climate, leadership practice, psychological empowerment, and multicultural competence before and during covid?19. Journal of Counseling & Development. https://doi.org/10.1002/jcad.12464

Hodzic, S., Scharfen, J., Ripoll, P., Holling, H., & Zenasni, F. (2018). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138-148. https://doi.org/10.1177/1754073917708613

Houghton, J. D., Wu, J., Godwin, J. L., Neck, C. P., & Manz, C. C. (2012). Effective stress management: A model of emotional intelligence, self-leadership, and student stress coping. Journal of Management Education, 36(2), 220-238. https://doi.org/10.1177/1052562911430205

Kareem, O. A., & Kin, T. M. (2018). The development of principal change leadership emotional intelligence model. International Journal of Management in Education, 12(3), 276-313. https://doi.org/10.1504/IJMIE.2018.092871

Kearney, W. S., Kelsey, C., & Sinkfield, C. (2014). Emotionally intelligent leadership: An analysis of targeted interventions for aspiring school leaders in Texas. Planning and Changing, 45, 31-47.

Kelley, C., & Peterson, K. D. (2007). The work of principals and their preparation: Addressing critical needs for the twenty-first century. In The Jossey-Bass Reader on Educational Leadership, (2nd ed.), (pp. 351-401). San Francisco, CA: Corwin Press.

Kouzes, J. M., & Posner, B. Z. (2003). The leadership practices inventory (LPI): Self instrument (Vol. 52). John Wiley & Sons.Kouzes, J. M., & Posner, B. Z. (2012). LPI: Leadership Practices Inventory Self (no.4). John Wiley & Sons Inc.

Kouzes, J. M., & Posner, B. Z. (2012). LPI: Leadership Practices Inventory: Development Planner (Vol. 270). John Wiley & Sons.

Kouzes, J.M. and Posner, B. Z. (2002) The Leadership Challenge. 3rd Edition. Jossey-Bass.

Mahfouz, J. & Gordon, P. D. (2020). The case for focusing o school principals’ social-emotional competencies. Management in Education, Sage.

Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). A Key Factor for Creating Caring Schools (Principals’ Social and Emotional Competence, p. 14) [Issue Brief]. The Pennsylvania State University. https://www.prevention.psu.edu/uploads/files/PSU-Principals-Brief-103119.pdf

Markham, R. (2014). The impact of a district assistant principal leadership preparation program on perceptions of effective leadership behaviors [ProQuest Information & Learning]. In Dissertation Abstracts International Section A: Humanities and Social Sciences (Vol. 74, Issue 7–A(E)).

Matthews, G., Zeidner, M., & Roberts, R. D. (2002). Development and Schooling of Emotional Intelligence. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), Emotional Intelligence. Science & Myth. MIT Press.

Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: implications for educators (pp. 3–31). New York: Basic Books.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667

Nathanson, L., Rivers, S. E., Flynn, L. M., & Brackett, M. A. (2016). Creating emotionally intelligent schools with RULER. Emotion Review, 8(4), 305-310. https://doi.org/10.1177/1754073916650495

National Policy Board for Educational Administration (2015). Professional Standards for Educational Leaders 2015. Reston, VA: Author. http://www.npbea.org/wp-content/uploads/2017/06/Professional-Standards-for-Educational-Leaders_2015.pdf

Netolicky, D. M. (2020), "School leadership during a pandemic: navigating tensions", Journal of Professional Capital and Community, 5 (3/4), pp. 391-395. https://doi.org/10.1108/JPCC-05-2020-0017

Papoutsi, C., Drigas, A., & Skianis, C. (2019). Emotional intelligence as an important asset for HR in organizations: Attitudes and working variables. International Journal of Advanced Corporate Learning, 12(2), 21. https://doi.org/10.3991/ijac.v12i2.9620

Patti, J., Holzer, A. A., Stern, R., & Brackett, M. A. (2012). Personal, professional coaching. Journal of Leadership Education, 11(1), 263-274. https://www.academia.edu/14777372/Personal_Professional_Coaching

Patti, J., Senge, P., Madrazo, C., & Stern, R. S. (2015). Developing socially, emotionally, and cognitively competent school leaders and learning communities. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 438–452). The Guilford Press

Patti, J.; Sánchez Núñez, M. T. & Fernández-Berrocal, P. (2011). Affective characteristics of urban aspiring leaders. En Fernández-Berrocal, Extremera, Palomera, Ruiz-Aranda, Salguero & Cabello (Coords.). Inteligencia emocional: 20 años de investigación y desarrollo. Fundación Botín.

Pollock, K. (2020). School leaders’ work during the COVID-19 pandemic: A two-pronged approach. International Studies in Educational Administration, 48(3), 38. https://ir.lib.uwo.ca/edupub/268/

Posner, B. Z., & Kouzes, J. M. (1993). Psychometric properties of the leadership practices inventory-updated. Educational and Psychological Measurement, 53(1), 191-199. https://doi.org/10.1177/0013164493053001021

Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG

Sánchez-Núñez, M. T., Patti, J., & Holzer, A. (2015). Effectiveness of a leadership development program that incorporates social and emotional intelligence for aspiring chool leaaders. Journal of Educational Issues, 1(1), 65-84. https://doi.org/10.5296/jei.v1i1.7443

Singh, P., & Dali, C. M. (2013). Need for emotional intelligence to develop principals’ social skills. Africa Education Review, 10(3), 502–519. https://doi.org/10.1080/18146627.2013.853542

Stratton, S. (2000). Defining Professionalism for the Educational Administrator: Perspectives of Aspiring Leaders. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED441287&lang=es&site=ehost-live

UNESCO (2023). A think-piece on leadership and education (Gurr, D.) Paper commissioned for the 2024/5 Global Education Monitoring Report, Leadership and education. https://unesdoc.unesco.org/ark:/48223/pf0000384529

Wallace Foundation (2013). The school pincipal as leader: Guiding schools to better teaching and learning. The Wallace Foundation. https://www.wallacefoundation.org/knowledge-center/Documents/The-School-Principal-as-Leader-Guiding-Schools-to-Better-Teaching-and-Learning-2nd-Ed.pdf