scholarly journals The Mediating Role of Emotional Intelligence in the Relationship Between School Principals’ Sustainable Leadership Behaviors and Diversity Management Skills

2021 ◽  
Vol 12 ◽  
Author(s):  
Semih Çayak ◽  
Menekşe Eskici
Keyword(s):  
Emotional Intelligence ◽  
Teacher Perceptions ◽  
School Principals ◽  
Leadership Behaviors ◽  
Diversity Management ◽  
Sustainable Leadership ◽  
Management Skills ◽  
Mediating Role ◽  
The Relationship

The purpose of this research is to examine the mediating role of emotional intelligence in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. For this purpose, this research, which was designed in the relational survey model, was carried out on teachers. The data of the study were collected using the “Sustainable Leadership Scale,” “Diversity Management Scale,” and “Emotional Intelligence Scale.” Descriptive statistics, Pearson product-moment correlation coefficient, t-test, one-way ANOVA analyses and structural equation model were used in the analysis of the data. As a result of the research, it was found that the school principals’ sustainable leadership behavior levels, their ability to manage differences and their emotional intelligence levels were high according to teacher perceptions. According to the correlation analysis, it was found that there is a positive and significant relationship between sustainable leadership, diversity management, and emotional intelligence. In addition, path analyses to examine the mediator variable effect revealed that emotional intelligence has a full mediating role in the relationship between school principals’ sustainable leadership behaviors and their diversity management skills. In addition to the research, it was also examined whether teachers perceptions of school principals on sustainable leadership behaviors, diversity management skills, and emotional intelligence levels differ significantly according to teachers’ gender, professional seniority, educational status and the level of education they work in. In addition to this, they have shown that they need to use their emotional intelligence effectively.

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.

Ups and downs on the roller coaster of task conflict: the role of group cognitive complexity, collective emotional intelligence and team creativity

2020 ◽  
Vol 18 (1) ◽  
pp. 23-37
Author(s):  
Andreea Gheorghe ◽  
Oana Fodor ◽  
Anișoara Pavelea
Keyword(s):  
Emotional Intelligence ◽  
Cognitive Complexity ◽  
Empirical Support ◽  
Task Conflict ◽  
Team Creativity ◽  
Mediating Role ◽  
Low Levels ◽  
Explanatory Mechanism ◽  
The Relationship

This study explores the association between task conflict and team creativity and the role of group cognitive complexity (GCC) as a potential explanatory mechanism in a sample of 159 students organized in 49 groups. Moreover, we analyzed the moderating effect of collective emotional intelligence (CEI)in the relationship between task conflict and GCC.As hypothesized, we found that task conflict has a nonlinear relationship with GCC, but contrary to our expectations, it follows a U-shaped association, not an inversed U-shape. In addition,the moderating role of CEI was significant only at low levels. Contrary to our expectation, the mediating role of GCC did not receive empirical support. Theoretical and practical contributions are discussed.

Public leadership behaviors of school principals: does it affect teacher motivation and job satisfaction in Turkish culture?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Bünyamin Han ◽  
Rasim Tösten ◽  
Zakir Elçiçek
Keyword(s):  
Job Satisfaction ◽  
Public Schools ◽  
Teacher Motivation ◽  
School Principals ◽  
Leadership Behaviors ◽  
Content Type ◽  
The Public ◽  
Public Leadership ◽  
Mediating Role

PurposeThe aim of this research is to examine the public leadership (PL) behaviors of principals working in public schools and its effect on teacher motivation (M) and job satisfaction (JS). Moreover, the mediating role of JS in the relationship between PL and M is also explored.Design/methodology/approachThis research is quantitative and designed in relational survey model conducted with 327 teachers working in Siirt/Turkey in 2020. In the research, Public Leadership Scale, Teacher Motivation Scale and Minnesota Satisfaction Questionnaire were used. Descriptive analyses were used in data analysis. Moreover, mediating role of job satisfaction between public leadership and teacher motivation was tested.FindingsAccording to the results, the public leadership behaviors of school principals, motivation and job satisfaction of teachers are high according to teacher opinions. Additionally, public leadership behaviors of school principals have an effect on teacher motivation and job satisfaction. On the other hand, this study found a negative effect between public leadership and motivation when the effect of job satisfaction is controlled. The possible reasons for this situation were discussed in term of cultural differences.Practical implicationsThe results of this study imply that the leadership behaviors of school principals have cultural elements. Future research should be careful in measuring the political loyalty dimension of the public leadership and should take cultural element into consideration.Originality/valueAlthough there are many types of leadership, the type of leadership differs depending on the purpose of the organization, environmental conditions and culture. The lifestyle of the society, current developments and the structure of the organization are effective in interpreting the leadership needed in the organization. When looking at the models created about leadership in organizations, the effect of this type of leadership on organizational behavior is generally tried to be explained. This is also the case for motivation or job satisfaction. Therefore, this study also focuses on the effect of public leadership in explaining the job satisfaction and motivation of employees in educational organizations. However, another distinctive aspect of this research is that the cultural structure of the society is emphasized in the model to be created.

The Relationship Between Attachment Orientations and University Adjustment Among Freshmen: Mediating Role of Perceived Stress

2020 ◽  
pp. 152102512096201
Author(s):  
Ayşe I. Kural ◽  
Berrin Özyurt
Keyword(s):  
Perceived Stress ◽  
Attachment Security ◽  
Attachment Anxiety ◽  
The Novel ◽  
Management Skills ◽  
Mediating Role ◽  
Attachment Orientations ◽  
University Adjustment ◽  
The Relationship

In the current study, we examine the novel hypothesis that perceived stress is a mechanism through which the relationship between attachment orientations and university adjustment can be explained. Present study explored both attachment orientations and perceived stress regarding adjustment; and perceived stress as mediator for the relationship between attachment orientations and adjustment among in 277 university freshmen. Attachment anxiety and avoidance positively correlated with perceived stress whereas resulted in poor university adjustment. Perceived stress partially mediated the relationship between attachment anxiety and poor university adjustment. The findings suggest that enhancing attachment security and stress management skills among insecurely attached students may lead to greater university adjustment.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

scholarly journals ROLE OF EFFECTIVE DIVERSITY MANAGEMENT PRACTICES TOWARDS PROJECT SUCCESS

2016 ◽  
Vol 4 (2) ◽  
pp. 1-8
Author(s):  
Sana Karim ◽  
Keyword(s):  
Private Sector ◽  
Management Practices ◽  
Project Success ◽  
Diversity Management ◽  
Project Managers ◽  
Mediating Role ◽  
Private Sector Organizations ◽  
The Relationship ◽  
Masculine Culture

This study evaluated the role of effective diversity management practices towards the success of the project in both government and private sector organizations of Pakistan, with the mediating role of project efficiency. Data were collected from 100 respondents working in government/private sector organizations in Pakistan; using questionnaires, based on 5 point likert scale. The results of this study confirmed that there is a positive relation between diversity management practices and project efficiency. Also it is confirmed that the project’s success and efficiency are positively linked with each other and effective diversity management practices in Pakistan do help project managers in leading the projects towards success. The study concluded that in country like Pakistan, having a masculine culture, masculinity acts as a moderator, to strengthen the relationship between project efficiency and project success. Implications and strategies to address the issues on Pakistani context are also discussed.

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