Emotional intelligence and school leaders: Evidence from Abu Dhabi

2020 ◽  
pp. 174114322091355 ◽  
Author(s):  
Rida Blaik Hourani ◽  
David Litz ◽  
Scott Parkman
Keyword(s):  
Emotional Intelligence ◽  
United Arab Emirates ◽  
Professional Learning ◽  
School Leaders ◽  
Abu Dhabi ◽  
Self Awareness ◽  
Structured Interviews ◽  
Five Dimensions ◽  
Roles And Responsibilities ◽  
Professional Roles And Responsibilities

This is a qualitative exploratory study that focuses on emotional intelligence attributes of public-school leaders in Abu Dhabi, in the United Arab Emirates. The research questions endorsed the emotional intelligence school leaders exhibit along five dimensions: (a) self-awareness; (b) managing emotions; (c) motivation; (d) empathy; and (e) social skills. Furthermore, the study focused on how school leaders and managers utilise their emotional intelligence attributes professionally. For the purpose of this study, a qualitative research methodology was employed, which involved the use of interactive and participatory data collection in the form of semi-structured interviews with various categories of school leaders and managers. Furthermore, thematic data analysis was conducted, in order to reveal Abu Dhabi school leaders’ exhibition and utilisation of emotional intelligence attributes within their professional roles and responsibilities. While the study was limited to school leaders and managers in Abu Dhabi, in the United Arab Emirates, the findings implied the need for school leaders and managers to develop and nurture their professional emotional intelligence attributes, as many job-embedded constraints and challenges require the demonstration of essential emotional intelligence skills and traits. Hence, professional learning opportunities within the perspective of emotional intelligence need to be considered and developed to enable, facilitate and enhance school changes.

scholarly journals The Role Perceptions of Newly Appointed Senior School Leaders in the Western Cape, South Africa and Abu Dhabi United Arab Emirates: A Comparative Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 118
Author(s):  
Nelius Jansen Van Vuuren
Keyword(s):  
South Africa ◽  
United Arab Emirates ◽  
School Leaders ◽  
Teaching Experience ◽  
School Leader ◽  
Abu Dhabi ◽  
Comparative Case Study ◽  
Western Cape ◽  
Role Perceptions ◽  
Roles And Responsibilities

The role of the senior school leader, in school leadership teams, has been intensely deliberated over the years. Professional learning and leadership approaches and experiences for newly appointed senior school leaders have been extensively linked to the role perceptions of new school leaders. The importance of appropriate recommendations for policy and practice highlight the need for complex developmental support ingenuities to support their perceived development needs. Extensive teaching experience may be the only requirement for being appointed as a senior school leader, as also suggested by the Western Cape Education system (WCED). A developing system such as the Abu Dhabi Education  Council (ADEC) system, highly qualified individuals make up for a lack of experience. Both these perceptions support the notion that no further professional development is required for newly appointed school leaders, the problem addressed in this paper. This article report and compare the main findings of the perceived roles and responsibilities of newly appointed senior school leaders in the Western Cape, South Africa, and Abu Dhabi, United Arab Emirates (UAE). The perceived roles and responsibilities of newly appointed school leaders, suggest a unique and specialist development approach to support effective leadership. The outcomes of this study further suggest a need for contextualised, individualised training and support in their individualised roles and responsibilities. The paper, therefore, employs a mixed-method approach to gather data to understand the perceived roles and responsibilities of newly appointed senior school leaders in the Western Cape, South Africa and Abu Dhabi, UAE.

scholarly journals Emotional Intelligence Dimensions, Job Satisfaction and Primary School Teachers

2016 ◽  
Vol 5 (1) ◽  
pp. 8
Author(s):  
Arun Kumar
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Social Skills ◽  
Primary School ◽  
Primary Schools ◽  
Social Competency ◽  
Self Awareness ◽  
School Teachers ◽  
Primary School Teachers ◽  
Five Dimensions

<em>In this study, the researcher has tried to identify the relationship of five dimensions of emotional intelligence (Self-Awareness, Managing Emotions, Emotional Maturity, Empathy and Social competency &amp; social skills) with job-satisfaction. 400 primary school teachers were randomly selected from 150 primary schools of district Meerut.  Self prepared Emotional Intelligence Scale (EIS) and Teachers’ Job Satisfaction Scale’ (TJSS) developed by Dr. J.P. Srivastava and Dr. S.P. Gupta was used.  The data was analyzed with the help of SPSS-17 programme. The results of the study indicate that Emotional Intelligence is important have significant positive relationship with job satisfaction. Among all the five dimensions (self-awareness, managing emotions, maturity, empathy and social competency &amp; social skills) only managing emotions and maturity play major role in prediction of job satisfaction than the self awareness, empathy and social competency &amp; social skills, it means that emotional intelligence is good predictor of job satisfaction for primary school teachers. </em>

scholarly journals Impact of emotional intelligence coaching on job satisfaction of pharmacists during organizational changes

2017 ◽  
Vol 6 (4) ◽  
pp. 39
Author(s):  
Nicole Seymour ◽  
Sandy Jansen ◽  
Lucy Feng ◽  
Stephanie Ayres ◽  
Zubin Austin ◽  
...  
Keyword(s):  
Job Satisfaction ◽  
Emotional Intelligence ◽  
Organizational Change ◽  
Controlled Trial ◽  
Medication Administration ◽  
Self Awareness ◽  
Organizational Changes ◽  
Structured Interviews ◽  
Intelligence Assessment ◽  
London Health

Job satisfaction is known to decline during times of major organizational change and emotional intelligence has been positively correlated with job satisfaction and adaptability. Computerized provider order entry (CPOE), closed loop medication administration, electronic medication administration records and 24/7 pharmacy services were implemented at London Health Sciences Centre (LHSC) during the spring of 2014. This pilot randomized controlled trial assessed whether completion of an emotional intelligence assessment, followed by a personalized one-hour emotional intelligence coaching session, would positively impact job satisfaction stability amongst pharmacists throughout these major organizational changes. Job satisfaction was measured by the Health Professions Stress Inventory (HPSI). The primary outcome was change in HPSI score from baseline. Emotional intelligence coaching was provided to participants randomized to the intervention. Semi-structured interviews were completed at baseline and follow-up for qualitative analysis. Twenty five participants were recruited and all participants completed the study. Job satisfaction improved in both control and intervention groups. Observations from semi-structured interviews suggested that emotional intelligence coaching may have increased self-awareness and ability to recognize dissatisfaction. Participants who were in their role for less than two years reported greater benefit from emotional intelligence coaching. Job satisfaction was worse during the anticipatory phase of major organizational change. Emotional intelligence coaching did not have an observable benefit on objective measures of job satisfaction, but it may have a subjective benefit that is more apparent in pharmacists who are less established in their role.

scholarly journals Emotional Intelligence of Higher Secondary School Students With Respect to Their Gender

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Arshad Ali Bhat
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary Schools ◽  
Secondary School Students ◽  
Altruistic Behavior ◽  
Self Awareness ◽  
School Students ◽  
Jammu And Kashmir ◽  
Five Dimensions ◽  
Significant Difference

Present Study lights on Emotional Intelligence in higher secondary school students. Emotional intelligence is the ability to understand emotional intelligence and their causes, the capability to effectively regulate these emotions in one self and in others and most importantly being able to use the emotions as a source of and dealing with social situations. The sample of present study was drawn randomly from different higher secondary schools, of baramulla district state Jammu and Kashmir. The researcher therefore selected 11th and 12th grade 120 students randomly from different higher secondary schools of baramulla district, out of 120 students 60 were girls and 60 were boys. The investigator has employed English version of Emotional Intelligence scale (EIS) as developed by Anukool Hyde, Sanjyot Pethe And Upinder Dhar is used for the present study. The scale is based on five dimensions viz. self awareness, empathy, self motivation, emotional stability, managing relations, integrity, self development, value orientation, commitment, altruistic behavior. There is significant difference between boys and girls in the level of emotional intelligence.

scholarly journals Professional learning and development framework for postdoctoral scholars

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Lorelli Nowell ◽  
Swati Dhingra ◽  
Natasha Kenny ◽  
Michele Jacobsen ◽  
Penny Pexman
Keyword(s):  
Professional Learning ◽  
Professional Socialization ◽  
Structured Interviews ◽  
Learning And Development ◽  
Content Type ◽  
Roles And Responsibilities ◽  
Development Framework ◽  
Personal Effectiveness ◽  
Key Stakeholders ◽  
Career Needs

Purpose Many postdoctoral scholars are seeking professional learning and development (PLD) opportunities to prepare for diverse careers, roles and responsibilities. This paper aims to develop an evidence-informed framework for PLD of postdoctoral scholars that speaks to these changing career paths. Design/methodology/approach This paper used an integrated knowledge translation approach to synthesize and extend previous work on postdoctoral scholars’ PLD. The authors engaged in consultations with key stakeholders and synthesized findings from literature reviews, surveys and semi-structured interviews to create a framework for PLD. Findings The PLD framework consists of four major domains, namely, professional socialization; professional skills; academic development; and personal effectiveness. The 4 major domains are subdivided into 16 subdomains that represent the various skills and competencies that postdoctoral scholars can build throughout their postdoctoral fellowships. Originality/value The framework can be used to support postdoctoral scholars, postdoctoral supervisors and higher education institutions in developing high quality, evidence-informed PLD plans to meet the diverse career needs of postdoctoral scholars.

Are school leaders culturally intelligent? Validation of the cultural intelligence (CQ) scale in the UAE

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ali Al Dhaheri
Keyword(s):  
United Arab Emirates ◽  
Private School ◽  
Culturally Diverse ◽  
Cultural Intelligence ◽  
School Leaders ◽  
Abu Dhabi ◽  
Response Scale ◽  
Public And Private ◽  
Content Type ◽  
Strongly Agree

Purpose The purpose of this paper is to report results of testing and validation of the cultural intelligence (CQ) Scale in a new location, the culturally diverse United Arab Emirates (UAE) and in a new sector: public and private school leaders. Design/methodology/approach This study surveys 167 school leaders from public and private schools in the UAE using the 20-item version of the CQ Scale, which uses a seven-point Likert response scale of strongly agree to strongly disagree. An examination of the dimensionality of the 20 items was conducted using both principal components analysis and confirmatory factor analysis. Demographics were also gathered. Findings Results from testing and validation of the scale indicated a high level of CQ among school leaders in the Emirate of Abu Dhabi. An examination of the dimensionality of the 20 items showed them to fall into the same structure of four sub-components as conceptually conceived: knowledge, strategy, motivation and behaviour. The mean scores for the four components of CQ in this study indicate high CQ amongst Abu Dhabi school leaders, although the knowledge dimension measured slightly lower. The results confirm previous research that found CQ to be higher in culturally diverse settings, which, according to socio-demographic details gathered in the study applies to the UAE. Originality/value This is the first known study to test the Cultural Intelligence Scale in UAE schools. It answers the call from the CQ Scale developers to validate the scale in diverse contexts.

scholarly journals Is distributed leadership an effective approach for mobilising professional capital across professional learning networks? Exploring a case from England

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Chris Brown ◽  
Jane Flood ◽  
Paul Armstrong ◽  
Stephen MacGregor ◽  
Christina Chinas
Keyword(s):  
Professional Learning ◽  
Distributed Leadership ◽  
School Leaders ◽  
Learning Activity ◽  
Valuable Insight ◽  
Structured Interviews ◽  
Content Type ◽  
Professional Capital ◽  
Learning Network ◽  
System Improvement

PurposeThere is currently a focus on using networks to drive school and school system improvement. To achieve such benefits, however, requires school leaders actively support the mobilisation of networked-driven innovations. One promising yet under-researched approach to mobilisation is enabling distributed leadership to flourish. To provide further insight in this area, this paper explores how the leaders involved in one professional learning network (the Hampshire Research Learning Network) employed a distributed approach to mobilise networked learning activity in order to build professional capital.Design/methodology/approachA mixed methods approach was used to develop a case study of the Hampshire RLN . Fieldwork commenced with in-depth semi-structured interviews with all school leaders of schools participating in the network and other key participating teachers (12 interviews in total). A bespoke social network survey was then administered to schools (41 responses). The purpose of the survey was to explore types of RLN-related interaction undertaken by teachers and how teachers were using the innovations emerging from the RLN within their practice.FindingsData indicate that models of distributed leadership that actively involves staff in decisions about what innovations to adopt and how to adopt them are more successful in ensuring teachers across networks: (1) engage with innovations; (2) explore how new practices can be used to improve teaching and learning and (3) continue to use/refine practices in an ongoing way.Originality/valueCorrespondingly we argue these findings point to a promising approach to system improvement and add valuable insight to a relatively understudied area.

Educating Ms. Fatima

1970 ◽  
pp. 56-63
Author(s):  
Tim Walters ◽  
Susan Swan ◽  
Ron Wolfe ◽  
John Whiteoak ◽  
Jack Barwind
Keyword(s):  
Federal Government ◽  
Free Trade ◽  
United Arab Emirates ◽  
Arabian Peninsula ◽  
High Technology ◽  
Emerging Technology ◽  
Abu Dhabi ◽  
Free Trade Zones ◽  
Knowledge Based ◽  
K 12

The United Arab Emirates is a smallish Arabic/Islamic country about the size of Maine located at the tip of the Arabian Peninsula. Though currently oil dependent, the country is moving rapidly from a petrocarbon to a people-based economy. As that economy modernizes and diversifies, the country’s underlying social ecology is being buffeted. The most significant of the winds of change that are blowing include a compulsory, free K-12 education system; an economy shifting from extractive to knowledge-based resources; and movement from the almost mythic Bedouin-inspired lifestyle to that of a sedentary highly urbanized society. Led by resource-rich Abu Dhabi and Dubai, the federal government has invested heavily in tourism, aviation, re-export commerce, free trade zones, and telecommunications. The Emirate of Dubai, in particular, also has invested billions of dirhams in high technology. The great dream is that educated and trained Emiratis will replace the thousands of foreign professionals now running the newly emerging technology and knowledge-driven economy.

Biostratigraphic Constraints on the Shuaiba Formation, Abu Dhabi, United Arab Emirates

2007 ◽  
Author(s):  
Andrew M. Gombos ◽  
Christian J. Strohmenger ◽  
T.C. Huang
Keyword(s):  
United Arab Emirates ◽  
Abu Dhabi
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