Examining the role of emotional intelligence and political skill to educational leadership and their effects to teachers’ job satisfaction

2015 ◽  
Vol 53 (5) ◽  
pp. 642-666 ◽  
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Educational Leadership ◽  
Leadership Styles ◽  
Structural Equation Models ◽  
School Principals ◽  
Political Skill ◽  
School Principal ◽  
Future Research ◽  
Content Type

Purpose – The purpose of this paper is to examine whether emotional intelligence and political skill (PS) of school principals influence the way they exercise leadership and the job satisfaction of their teachers. Design/methodology/approach – As regards to the methodology, quantitative research methods were used to conduct the research. Specifically, the data analysis was performed with the statistical program SPSS and the EQS program for the development of structural equation models. Participants were 182 principals of Cyprus public elementary schools and 910 teachers. Findings – The findings indicated that the emotional intelligence and PS of school principals are related to the educational leadership styles they use and to teachers’ job satisfaction. Such a relationship highlights the social skills of principals as an important area for further research. Research limitations/implications – Future research may benefit from developing and validating an investigating tool which rates school principals’ Emotional-Political Capacity because, as revealed from the current research, this new construct directly affects the leadership radius and teachers’ job satisfaction. Practical implications – This research provides important feedback to those organizations interested in educational leadership and reform, as it can further illuminate (unknown until now) qualities that an effective school principal must have. Originality/value – The importance of this research and its contribution to science, is illustrated by the fact that this is one of the first research efforts undertaken, which indicates that the emotional and political skills may be factors that shape effective educational leadership styles.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2016 ◽  
pp. 1274-1303
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2017 ◽  
pp. 1324-1353
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

Emotional Intelligence and Political Skill Really Matter in Educational Leadership

2015 ◽  
pp. 228-256
Author(s):  
Nikoletta Taliadorou ◽  
Petros Pashiardis
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Educational Leadership ◽  
School Leadership ◽  
School Principals ◽  
Political Skill ◽  
Complex Environment ◽  
Political Skills ◽  
The Social

In this chapter, the authors investigate the social skills that school principals ought to exhibit in order to be more effective in the complex environment that characterizes modern schools. Thus, the main aim of this chapter is to provide an in-depth exploration of those social skills that are needed in order for school principals to become more flexible to external and internal requirements and to balance the need for change with stability. Therefore, an attempt is made to investigate the linkages between school leadership, emotional intelligence, political skill, and teachers' job satisfaction, as well as to examine the correlation of emotional and political skills of principals with the job satisfaction of their teachers.

scholarly journals Including migrant students in the primary school: perspectives of Italian principals

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Michele Biasutti ◽  
Eleonora Concina
Keyword(s):  
Primary School ◽  
School Principals ◽  
Well Being ◽  
Structured Interview ◽  
School Principal ◽  
Migrant Children ◽  
Future Research ◽  
Migrant Students ◽  
Content Type ◽  
Primary School Principals

PurposeThe aim of this article is to examine the perspectives, experiences, roles and values of Italian primary school principals regarding the inclusion of migrant children.Design/methodology/approachThe method of the study is qualitative and consists of a semi-structured interview, which was carried out with 17 primary school principals and examined using content analysis.FindingsThe following six categories emerged: (1) school organisation and services, (2) projects and activities for inclusion, (3) teaching methods and strategies, (4) assessment, (5) networking and (6) challenges. The findings highlighted the complexity of the principals' role; they have to take on several tasks to foster a positive school experience for migrant students. A student-centred approach was considered relevant for intercultural education to promote inclusion and well-being. Curriculum activities were designed according to student needs.Research limitations/implicationsThe number of participants was limited, and they all worked in a small area of northeast Italy. Future research should examine the perspective of other school stakeholders such as teacher coordinators, the Commission for School Inclusion, teachers and tutors.Practical implicationsThe findings could be used as a framework for defining a model of the organisation of the school useful for discussing the relevance of the activities and for comparing schools in different contexts. The development of reflective practice to analyse the activities inside the schools could be considered.Social implicationsStakeholders could consider the findings before making decisions and developing policy actions countrywide.Originality/valueThe key factors included the awareness of the school principal role in managing the school and of the importance of connecting their school with the local community and external agencies.

Leadership styles, job satisfaction and organizational commitment among academic staff in public universities

2020 ◽  
Vol 39 (2) ◽  
pp. 253-268 ◽  
Author(s):  
Rogers Mwesigwa ◽  
Immaculate Tusiime ◽  
Bob Ssekiziyivu
Keyword(s):  
Job Satisfaction ◽  
Organizational Commitment ◽  
Leadership Styles ◽  
Public Universities ◽  
Academic Staff ◽  
Methodological Approach ◽  
The Body ◽  
Future Research ◽  
Content Type ◽  
The Relationship

PurposeThe purpose of this paper is to examine the relationship between leadership styles and Organizational commitment among academic staff in Ugandan Public Universities, mediated by Job Satisfaction.Design/methodology/approachThe study was cross-sectional, quantitative, and used correlation and regression to test the hypothesis. A sample of 353 academic staff was drawn from five public universities in Uganda, of which a response rate of 66 percent was obtained.FindingsOrganizational commitment among academic staff in public universities in Uganda depends on the age of the academic staff, length of service, position level, leadership styles employed, and job satisfaction. Findings further show that job satisfaction partially mediates the relationship between leadership styles and organizational commitment.Research limitations/implicationsOnly a single research methodological approach was employed; thus, future research through interviews could be undertaken to triangulate.Practical implicationsIn order to boost the organizational commitment among academic staff in Ugandan Public Universities, managers should always endeavor to employ a blend of leadership styles that leads to job satisfaction and can add value to the employee-employer relationship.Originality/valueThis study contributes to the body of knowledge by finding further support on the relationship between leadership styles and organizational commitment among academic staff in Ugandan public universities. It further demonstrates that job satisfaction partially transmits the effect of leadership styles on organizational commitment in public universities in Uganda.

Technology and leadership styles: a review of trends between 2003 and 2021

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Pavitra Dhamija ◽  
Andrea Chiarini ◽  
Shara Shapla
Keyword(s):  
Job Satisfaction ◽  
Leadership Development ◽  
Organizational Performance ◽  
Leadership Styles ◽  
Leadership Style ◽  
Gender Stereotypes ◽  
Future Research ◽  
Behavioural Pattern ◽  
Content Type ◽  
Transformational Leadership Style

PurposeLeadership style denotes the behavioural pattern of a leader, which bears on employee's attitude, perception about organization, manager and job satisfaction. The existence of different styles has presented leadership from diverse perspectives related to individuals' personality and behaviour. The main objective of this article is to explore the association between leadership styles and technology, major themes in this area and what can be the future research directions of this work.Design/methodology/approachLeadership style denotes the behavioural pattern of leader, which bears on employee's attitude, perception about organization, manager and job satisfaction. The existence of different styles has presented leadership from diverse perspectives related to individuals' personality and behaviour. The present article aims to review significant work by eminent researchers towards technology and leadership styles in the form trends, annual scientific production; popular affiliations and sources, a three-field plot of countries, scholars and themes, most cited references, trending keywords, thematic analysis of leadership styles and technology research by taking insights from situational leadership theory.FindingsThe findings indicate connections between various keywords and provide interesting themes like transformational leadership style is connected to knowledge management, transactional leadership, empowering leadership, psychological capital and e-leadership. Similarly, leadership is connected to leadership development, gender stereotypes, emotional exhaustion, innovative leadership and organizational performance.Originality/valueThis review analysis of leadership styles and technology is in itself a novice contribution and first of its nature. The identified themes are presenting good knowledge and food for thought for future researches.

Exploring emotional intelligence, political skill, and job satisfaction

2014 ◽  
Vol 36 (3) ◽  
pp. 280-293 ◽  
Author(s):  
Galit Meisler
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Structural Equation ◽  
Political Skill ◽  
Equation Modeling ◽  
Human Resource Managers ◽  
Research Attention ◽  
Content Type ◽  
Resource Managers ◽  
The Relationship

Purpose – The purpose of this paper is to explore the associations between emotional intelligence (EI) and both political skill and job satisfaction, as well as the possibility that political skill mediates the relationship between EI and job satisfaction. Design/methodology/approach – The data, collected from a sample of 368 employees, were analyzed using structural equation modeling. Findings – EI was positively related to political skill and job satisfaction. In addition, the findings show that political skill mediates the relationship between EI and job satisfaction. Research limitations/implications – The research highlights the importance of EI and political skill in the workplace. Practical implications – EI training may be employed by organizations and human resource managers to enhance employees’ EI. Originality/value – Not enough research attention has been paid to exploring the interplay between EI and organizational politics. The current study clarifies the relationship between EI and political skill in the work arena. Moreover, this study found political skill to be a mediator in the relationship between EI and job satisfaction. Given that in the main the literature has neglected the possibility that political skill might act as a mediator and/or affect work attitudes/behaviors, findings from the current study broaden the scope through which the role of political skill in the workplace can be viewed.

Principals’ leadership styles: the role of emotional intelligence and achievement motivation

2019 ◽  
Vol 33 (5) ◽  
pp. 1094-1105 ◽  
Author(s):  
Hillman Wirawan ◽  
Muhammad Tamar ◽  
Elvita Bellani
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
Leadership Styles ◽  
Elementary School Principals ◽  
Achievement Motivation ◽  
Leadership Style ◽  
School Principals ◽  
Content Type ◽  
Relationship Orientation ◽  
Task Oriented

Purpose The purpose of this paper is to investigate the effect of emotional intelligence (EI) and achievement motivation (AM) on elementary school principals’ leadership styles. This study investigates the contribution of EI and AM on the two major leadership categories: the task-oriented and relationship-oriented leadership. Design/methodology/approach This paper is a quantitative study with the implementation of correlation and hierarchical regression analysis. The surveys (i.e. EI scale, AM scale, leadership style questionnaire) were sent randomly to 280 elementary school principals in South Sulawesi, Indonesia, and 90 of them completed the survey (mostly male=77.78 percent). Findings Principals’ EI significantly predicted both task-oriented and relationship-oriented leadership. In contrast, the principals’ AM yielded non-significant results in predicting both task-oriented and relationship-oriented leadership style. The results also suggested that the effect of EI on two major leadership styles (i.e. task- and relationship-orientation) outperformed the leader’s AM. Research limitations/implications This study did not consider the principals’ performance in the analysis. Future studies should also address this issue by considering leadership performance as well as different culture and context. On the other hand, the authors developed new measures rather than using preexisting measures. Although the measures have been constructed according to the scale construction principles and reached an acceptable standard, future research should advance the psychometric property of the scales. Originality/value This study discusses the effect of EI and AM on task- and relationship-orientation leadership. In addition, this study has also brought a new insight into understanding leadership styles in collective culture such as Indonesia.

Coping Humor as a Mediator Between Emotional Intelligence and Job Satisfaction

2017 ◽  
Vol 16 (3) ◽  
pp. 155-159 ◽  
Author(s):  
Peizhen Sun ◽  
Jennifer J. Chen ◽  
Hongyan Jiang
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Future Research ◽  
Satisfaction Scale ◽  
Primary School Teachers ◽  
Mediating Role ◽  
Regulation Of Emotion ◽  
The Relationship ◽  
Overall Job Satisfaction

Abstract. This study investigated the mediating role of coping humor in the relationship between emotional intelligence (EI) and job satisfaction. Participants were 398 primary school teachers in China, who completed the Wong Law Emotional Intelligence Scale, Coping Humor Scale, and Overall Job Satisfaction Scale. Results showed that coping humor was a significant mediator between EI and job satisfaction. A further examination revealed, however, that coping humor only mediated two sub-dimensions of EI (use of emotion and regulation of emotion) and job satisfaction. Implications for future research and limitations of the study are discussed.

School leadership, teacher’s psychological empowerment and work-related outcomes

2019 ◽  
Vol 33 (7) ◽  
pp. 1501-1514
Author(s):  
Kersti Kõiv ◽  
Kadi Liik ◽  
Mati Heidmets
Keyword(s):  
Job Satisfaction ◽  
School Leadership ◽  
Leadership Style ◽  
Indirect Effect ◽  
School Principals ◽  
Psychological Empowerment ◽  
Content Type ◽  
Work Related ◽  
Perceived Leadership ◽  
The Relationship

Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.

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