scholarly journals Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

2019 ◽  
Vol 17 (1) ◽  
pp. 293 ◽  
Author(s):  
Félix Zurita-Ortega ◽  
Eva María Olmedo-Moreno ◽  
Ramón Chacón-Cuberos ◽  
Jorge Expósito López ◽  
Asunción Martínez-Martínez
Keyword(s):  
Emotional Intelligence ◽  
Transformational Leadership ◽  
Structural Equation Model ◽  
Transactional Leadership ◽  
Structural Equation ◽  
Equation Model ◽  
Structural Equations ◽  
Explanatory Model ◽  
University Education ◽  
University Teachers

This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using an explanatory model. A total of 954 teachers participated in this cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale (TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations. Results showed that the structural equation model had a good fit. Transformational leadership depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more relevant at the lower educational levels. In relation to transactional leadership, contingency reward has a greater regression weight in non-university education, whereas passive leadership is governed more by passive exception in university teachers. There was a positive and direct relationship between levels of emotional intelligence and transformational leadership in non-university teachers, which reveals the need for effective understanding and management of both one’s own and students’ emotions in order to act effectively as a leader. Transactional leadership was negatively related to some emotional intelligence dimensions, given the relevance of obtaining power in this dimension.

Effects of Emotional Intelligence and Selfleadership on Students' Coping with Stress

2016 ◽  
Vol 44 (5) ◽  
pp. 853-864 ◽  
Author(s):  
Yefei Wang ◽  
Guangrong Xie ◽  
Xilong Cui
Keyword(s):  
Emotional Intelligence ◽  
Positive Affect ◽  
Structural Equation Model ◽  
Self Efficacy ◽  
Structural Equation ◽  
Active Coping ◽  
Equation Model ◽  
Coping With Stress ◽  
And Coping ◽  
The Relationship

We examined the impacts of emotional intelligence and self-leadership on coping with stress, and assessing the mediating roles that positive affect and self-efficacy play in this process. Participants were 575 students at 2 Chinese universities, who completed measures of coping with stress, self-leadership, emotional intelligence, self-efficacy, and positive affect. The structural equation model analysis results indicated that self-efficacy fully mediated the relationship between emotional intelligence and active coping, as we had predicted. Further, self-leadership had a direct effect on active coping. However, positive affect and self-efficacy did not mediate the relationship between self-leadership and coping with stress. Implications are discussed in terms of theoretical contributions and interventions for coping with stress.

Effect of Organizational Learning, Transformational Leadership, and Market Orientation on Firm Performance

2016 ◽  
Vol 13 (03) ◽  
pp. 1640001 ◽  
Author(s):  
Fethi Calisir ◽  
Cigdem Altin Gumussoy ◽  
Ecem Basak ◽  
Gozde Gurel
Keyword(s):  
Transformational Leadership ◽  
Organizational Learning ◽  
Firm Performance ◽  
Market Orientation ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Organizational Innovation ◽  
Substantial Effect ◽  
Equation Model

The purpose of this study is to examine the effects of organizational learning, market orientation, and transformational leadership on the organizational innovation and firm’s performance amongst the firms performing in Turkey. Using LISREL, structural equation-model, the data gathered from 330 employees were used to identify the variables that significantly affect the firm’s performance. The results indicated that 32% of firm’s performance is explained by the organizational innovation and market orientation, and organizational innovation has the strongest effect. However, organizational learning has no substantial effect on firm’s performance, and transformational leadership is also found to have an insignificant impact on the organizational innovation.

scholarly journals Model of Psychological Empowerment Based on Structural Equations for Predicting Autonomy

2021 ◽  
Vol 30 (2) ◽  
pp. 55-69
Author(s):  
Clara Edith Muñoz-Márquez ◽  
Raquel Morales Barrera ◽  
Alejandra del Carmen Domínguez Espinosa
Keyword(s):  
Locus Of Control ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Psychological Empowerment ◽  
Self Esteem ◽  
Equation Model ◽  
Structural Equations ◽  
Hypothetical Model ◽  
College Degrees ◽  
Main Effects

The study relies on the assumption that one of the main effects of phycological empowerment composed by attributes like self-esteem, locus of control, and assertiveness, is increased autonomy. The theoretical arguments are tested based on a structural equation model that allows estimating hypothetical relationships simultaneously. Additionally, differences in means between women and men are estimated for each phycological variable and the hypothetical model is tested separately to both sexes. 1,569 people (56% women) from five Mexican States compose the sample. The average age is 29 years and 59% of the sample has college degrees. The results suggest that psychological empowerment is strongly related to autonomy.   How to cite this article: Muñoz-Márquez, C. E., Morales Barrera, R., & Domínguez Espinosa, A. del C. (2021). Model of Psychological Empowerment Based on Structural Equations for Predicting Autonomy. Revista Colombiana de Psicología, 30(2), 55-69. Retrieved from https://revistas.unal.edu.co/index.php/psicologia/article/view/82149

scholarly journals PENGARUH SIKAP KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KINERJA PEGAWAI DI KLINIK IBU DAN ANAK AREA PONDOK JATI, SIDOARJO

2019 ◽  
Vol 2 (2) ◽  
pp. 42
Author(s):  
Titis Tatasari
Keyword(s):  
Transformational Leadership ◽  
Data Analysis ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Equation Model ◽  
Work Behavior ◽  
Analysis Method ◽  
Data Analysis Method ◽  
Mother And Child ◽  
Positive Effect

This study aims to analyze the effect of transformational leadership on empowerment in employees of Pondok Jati Mother and Child Clinic, Sidoarjo analyzing the influence of transformational leadership on employee work behavior of Pondok Jati Mother and Child Clinic, Sidoarjo; The data analysis method uses Structural Equation Model (SEM). The results showed that transformational leadership had a significant and positive effect on the empowerment of employees at Pondok Jati Mother and Child Clinic, Sidoarjo, transformational leadership had a significant and positive effect on work behavior of Pondok Jati, Mother and Child Clinic employees, Sidoarjo, transformational leadership had no significant and influential effect on positively on the performance of employees of the Pondok Jati, Sidoarjo Mother and Child Clinic, empowerment has no significant effect and positively influences on the performance of the Pondok Jati, Sidoarjo Mother and Child employees, work behavior has a significant and positive effect on the performance of the Pondok Jati, Mother and Child Clinic employees, Sidoarjo.

Does Emotional Intelligence Predict Depressed Mood? A Structural Equation Model with Elderly People

2017 ◽  
Vol 19 (6) ◽  
pp. 1713-1726 ◽  
Author(s):  
Iraida Delhom ◽  
Margarita Gutierrez ◽  
Teresa Mayordomo ◽  
Juan Carlos Melendez
Keyword(s):  
Emotional Intelligence ◽  
Elderly People ◽  
Structural Equation Model ◽  
Depressed Mood ◽  
Structural Equation ◽  
Equation Model

scholarly journals Antecedents of employee performance in public services

2020 ◽  
Vol 9 (7) ◽  
pp. 12-22
Author(s):  
Andi Tikno Saputro ◽  
Margono Setiawan ◽  
Desi Tri Kurniawati
Keyword(s):  
Job Satisfaction ◽  
Transformational Leadership ◽  
Structural Equation Model ◽  
Structural Equation ◽  
Public Services ◽  
Employee Performance ◽  
Equation Model ◽  
Directorate General ◽  
Ministry Of Finance ◽  
Task Technology Fit

This research conducted to confirm the effect of Task-Technology Fit (TTF), transformational leadership, and job satisfaction on employee performance. The study was conducted on 15 KPPN as an agency of the Directorate General of Treasury, Ministry of Finance in East Java, Indonesia with the method of saturated samples (census) to 412 employees with a Likert scale of five points. Structural Equation Model (SEM) approach used and finally 216 questionnaires processed with AMOS ver. 26. The findings confirm if Task-Technology Fit (TTF), transformational leadership, and job satisfaction have a significant effect on employee performance and job satisfaction as partial mediation in the model. 

scholarly journals Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS

2020 ◽  
Vol 23 (3) ◽  
Author(s):  
Edwin Hernan Ramirez Asis ◽  
Marcos Rosamel Espinoza Maguiña ◽  
Santos Miguel Esquivel infantes ◽  
Miguel Edmundo Naranjo Toro
Keyword(s):  
Emotional Intelligence ◽  
Structural Equation ◽  
Simple Random Sampling ◽  
Equation Model ◽  
Teaching Performance ◽  
Strong Impact ◽  
Path Modeling ◽  
University Teachers ◽  
Teacher Skills ◽  
And Control

La relevancia de las emociones en la enseñanza es ahora un aspecto ampliamente estudiado, aunque se está deliberando sobre la forma en que los docentes pueden identificar, regular y controlar sus emociones, el estudio propone cómo se puede incorporar la inteligencia emocional en la enseñanza mediante las competencias para lograr un mejor desempeño docente. Se utilizó la técnica de la encuesta recopilando datos de 244 docentes universitarios a través de un cuestionario mediante el muestreo aleatorio simple. Los datos se han analizado mediante el modelado de ruta utilizando el enfoque de mínimos cuadrados parciales (PLS) del modelo de ecuaciones estructurales SEM con el software SmartPLS 3.3.0, los hallazgos revelaron que el modelo tiene un impacto significativo en el desempeño docente, los coeficientes de determinación fueron; habilidades del docente (r2=0.703) actitud del docente (r2=0.661), conocimientos del docente (r2=0.648) y para el desempeño del docente (r2=0.733). con un error cuadrático medio de aproximación (SRMR) de 0.056 que hace relevante el modelo confirmatorio. Por lo tanto, se demostró estadísticamente que la inteligencia emocional tiene un fuerte impacto en las competencias de los docentes, lo que a su vez contribuye en el desempeño del docente universitario. The relevance of emotions in teaching is now a widely studied aspect, although the way in which teachers can carry out, regulate and control their emotions is being discussed, the study proposes how emotional intelligence can be incorporated into teaching through the competences to achieve better teaching performance. The survey technique was used, collecting data from 244 university teachers through a questionnaire using simple random sampling. The data has been analyzed using partial least squares path modeling (PLS), approach of the SEM structural equation model with the SmartPLS 3.3.0 software, the findings revealed that the model has a significant impact on teaching performance, the determination coefficients were; teacher skills (r2 = 0.703) teacher attitude (r2 = 0.661), teacher knowledge (r2 = 0.648) and for teacher performance (r2 = 0.733). with a root mean square error of approximation (SRMR) of 0.056 that makes the confirmatory model relevant. Therefore, it was statistically demonstrated that emotional intelligence has a strong impact on teachers' competences, which in turn contributes to the professor performance.

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