Emotional intelligence as a determinant of leadership potential

Emotional intelligence scores of employees of a financial institution who displayed leadership potential (n = 31) were compared with scores of a groupwho displayed little leadership potential. Leadershipwas rated by ascertaining the presence of transformational behaviour. All rated employees completed an emotional intelligence scale. Results indicated that the factors of optimism and self-actualisationwere significantly higher for the leader group. The non-leader group indicated higher scores on the positive impression scale, indicating possible positive skewing of results for that group. Generally, the research data indicates a link between the fundamental postulates of transformational leadership theory and emotional intelligence. Opsomming Emosionele intelligensie-tellings van’n groep werknemers binne ’n finansiele instelling wie leierskapspotensiaal getoon het (n = 31) is vergelyk met ’n groepwat min leierskapspotensiaal getoon het. Leierskapspotensiaal is bepaal op grond van die teenwoordigheid van transformasionele gedrag. Alle werknemerswat gemeet is het ’n emosionele intelligensieskaal voltooi. Resultate toon dat optimisme en selfaktualisasie beduidend hoer was vir die leiergroep. Die nie-leiergroep het hoer tellings getoon op die positiewe indruk-skaal, wat ’nmoontlike positiewe skeefheid van daardie groep se resultate aandui. Die navorsingsdata toon oor die algemeen’n koppeling tussen die fundamentele beginsels van transformasionele leierskapsteorie en emosionele intelligensie.

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Emotional Intelligence as Related to Gender, Stream and Social Intelligence

MIER Journal of Educational Studies Trends and Practices ◽

10.52634/mier/2014/v4/i1/1485 ◽

2021 ◽

pp. 76-87

Author(s):

Ishita Ghaonta ◽

Pawan Kumar

Keyword(s):

Emotional Intelligence ◽

Data Analysis ◽

Prospective Teachers ◽

Social Intelligence ◽

Intelligence Test ◽

Initial Sample ◽

Intelligence Scale ◽

The Social ◽

Extreme Groups ◽

Intelligence Scores

This study aims to assess the social intelligence of prospective teachers in relation to gender, stream, and emotional intelligence. Initial sample of the study consisted of 400 prospective teachers on which Rogan Emotional Intelligence Test (REIT) developed and standardized by Zainuddin (2005) and Social Intelligence Scale developed and standardized by Chadha and Ganeshan (2009) were administered. The sampled teachers were categorized into two extreme groups on the basis of emotional intelligence scores. Finally, the sample consisted of 136 prospective teachers i.e. 68 of each gender as well as 68 of each stream of teacher education. Analysis of Variance (ANOVA) was applied for data analysis. Significant differences were found in their social intelligence on the basis of their emotional intelligence. However, no significant differences were observed in the social intelligence of prospective teachers on the basis of their gender and stream.

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IMPACT OF THE TRAIT- BASED EMOTIONAL INTELLIGENCE ON SELF-ESTEEM FACTOR ACCORDING TO GENDER FACTOR

Business And Management Studies An International Journal ◽

10.15295/bmij.v6i2.251 ◽

2018 ◽

Vol 6 (2) ◽

pp. 361-389

Author(s):

Osman BAYRAKTAR ◽

Hüner ŞENCAN ◽

Yahya FİDAN

Keyword(s):

Emotional Intelligence ◽

Regression Analysis ◽

Self Esteem ◽

Hierarchical Regression ◽

Intelligence Scale ◽

Conceptual Structures ◽

Basic Hypothesis ◽

Gender Factor ◽

Intelligence Scores ◽

The Relationship

Goal. In the research, it was tried to determine the effect of the trait-based emotional intelligence scores on self-esteem evaluations, and it was attempted to determine how this effect evolved according to the gender factor. Method. In the study 175 students were partisipte and 171 questionnary were analyzed. To measure emotional intelligence, NHS Emotional Intelligence Scale was used and The Rosenberg Self-Esteem scale was used to measure self-esteem. Correlations, regression analysis, t-test and ANCOVA methods were used to determine the relationship and / or effect between two conceptual structures. Findings. As a result of the research, it was understood that emotional intelligence had no effect on the self-esteem. Because the relations of concepts were not statistically significant (R2 = 0.00). Effect also did not occur at the female and male levels of the variable gender factor. Results. The argument that emotional intelligence, which is the basic hypothesis of the research, is effective on self-esteem scores has not been proved statistically. In the hierarchical regression analysis, which is based on the level of the gender factor, there was no relationship or effect.

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Scores of Brunei Lower Secondary School Students on Emotional Intelligence Variables: Exploring the Differences

Global Journal of Health Science ◽

10.5539/gjhs.v8n4p22 ◽

2015 ◽

Vol 8 (4) ◽

pp. 22

Author(s):

Norfaezah Masri

Keyword(s):

Emotional Intelligence ◽

Secondary School ◽

Mixed Methods Research ◽

Secondary School Students ◽

Personal Life ◽

The Internet ◽

Lower Secondary School ◽

School Students ◽

Intelligence Scale ◽

Positive Impression

<p>The survey compared the emotional intelligence of 254 (128 females) randomly selected Year 11 Brunei Cambridge General Certificate of Education (BCGCE) Ordinary Level students using the six subscales of the BarOn Emotional intelligence scale – youth version. Females scored significantly higher on the intrapersonal variable than males. However, males sored much higher on the positive impression subscale. In addition, students aged 16 scored significantly higher on the interpersonal scale than all others. However, the 15-year olds scored highest on the adaptability and positive impression scales than their peers. Furthermore, participants who reported that they were not so much satisfied with their personal life scored significantly higher on the interpersonal scale than their counterparts. Moreover, participants who consult friends when faced with problems scored significantly higher on the interpersonal variable while those who search the internet for solutions to problems scored higher than others on the adaptability scale. No significant differences were obtained on any subscale when participants were compared on the basis of their parents’ marital status as well as the type of guardian they stayed / lived with. Implications of the findings are discussed and mixed-methods research was recommended.</p>

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IMPACT OF THE TRAIT- BASED EMOTIONAL INTELLIGENCE ON SELF-ESTEEM FACTOR ACCORDING TO GENDER FACTOR

Business And Management Studies An International Journal ◽

10.15295/v6i2.251 ◽

2018 ◽

Vol 6 (2) ◽

Author(s):

Osman BAYRAKTAR ◽

Hüner ŞENCAN ◽

Yahya FİDAN

Keyword(s):

Emotional Intelligence ◽

Regression Analysis ◽

Self Esteem ◽

Hierarchical Regression ◽

Intelligence Scale ◽

Conceptual Structures ◽

Basic Hypothesis ◽

Gender Factor ◽

Intelligence Scores ◽

The Relationship

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EMOTIONAL INTELLIGENCE AND TRANSFORMATIONAL LEADERSHIP OF GYMNASIUM TEACHERS’

SOCIETY INTEGRATION EDUCATION Proceedings of the International Scientific Conference ◽

10.17770/sie2021vol2.6194 ◽

2021 ◽

Vol 2 ◽

pp. 457-467

Author(s):

Palmira Peciuliauskiene

Keyword(s):

Emotional Intelligence ◽

Transformational Leadership ◽

Structural Equation ◽

Multifactor Leadership Questionnaire ◽

Sem Analysis ◽

Intelligence Scale ◽

Equation Modelling ◽

Multifactor Leadership ◽

Emotional Appraisal ◽

Regulation Of Emotion

The article deals with the associations of transformational leadership of gymnasium teachers’ and their emotional intelligence. The operationalization of the concept of emotional intelligence in this study is viewed as the interaction of four determinants: Self-Emotional Appraisal (SEA); Others’ Emotional Appraisal (OEA); Regulation of Emotion (RE); Use of Emotion (UE). The aim of the article is to explore how profile gymnasium teachers’ transformational leadership is associated with their emotional intelligence dimensions. Wong and Law’s Emotional Intelligence Scale (WLEIS) was used to measure the emotional intelligence of gymnasium teachers. Multifactor Leadership Questionnaire (MLQ) was used in the research of leadership expression. The collected data were analyzed using structural equation modelling (SEM). The findings confirm that the transformational leadership is statistically significantly associated with emotional intelligence of gymnasium teachers from Lithuania. SEM analysis revealed that the use of emotions is statistically significantly associated with gymnasium teachers’ transformational leadership.

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Order Effects in Research on Paranormal Belief

Psychological Reports ◽

10.2466/pr0.2002.90.2.665 ◽

2002 ◽

Vol 90 (2) ◽

pp. 665-666 ◽

Cited By ~ 4

Author(s):

R. Thomas Dudley

Keyword(s):

College Students ◽

Emotional Intelligence ◽

Order Effects ◽

Intelligence Scale ◽

Paranormal Belief ◽

Belief Scale ◽

Conducting Research ◽

Intelligence Scores

Measures of paranormal belief and emotional intelligence were given a group of 72 college students using Tobacyk's Revised Paranormal Belief Scale and Schutte, Malouff, Hall, Haggerty, Cooper, Golden, and Dornheim's Emotional Intelligence Scale. Order effects indicated that participants who took the Paranormal Belief Scale first had lower emotional intelligence scores than those who took the Emotional Intelligence Scale first. The study demonstrates the importance of taking order effects into account when conducting research on paranormal belief.

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Relevance of Emotional Intelligence for Effective Job Performance: An Empirical Study

Vikalpa The Journal for Decision Makers ◽

10.1177/0256090920100104 ◽

2010 ◽

Vol 35 (1) ◽

pp. 53-62 ◽

Cited By ~ 7

Author(s):

Priti Suman Mishra ◽

A K Das Mohapatra

Keyword(s):

Emotional Intelligence ◽

Work Experience ◽

Research Area ◽

Demographic Variables ◽

Future Research ◽

Workplace Performance ◽

Intelligence Scale ◽

Academic Qualification ◽

Intelligence Scores ◽

The Relationship

There has been an increase in interest in ‘emotional intelligence’ within the Indian organization system in recent years. This increase has been attributed to the popularization of the construct of emotional intelligence in the research area. The promotion of emotional development in corporate organizations assumes that the ability to regulate emotions is a positive trait, which is associated with positive workplace performance. There is however, currently, little evidence to support the existence of such a relationship. The aim of the current study was to explore the relationship between emotional intelligence and workplace performance among corporate executives. The research was carried out in various organizations in Delhi NCR. A questionnaire design was used to explore whether there was a relationship between emotional intelligence scores and scores from performance assessment checklist for a sample of 90 males and females from different streams of population were taken. The relationship was explored using an analysis of correlation. The effect of demographic variables, e.g., gender, academic qualification, and work experience on EI score were also explored. The analysis found statistically significant positive correlations between scores on the emotional intelligence scale and scores on the performance scales. This means that increased emotional intelligence scores were associated with increased performance among executives working in various sectors. These results provide evidence of the concurrent validity of the emotional intelligence scale and also support the notion that emotional intelligence is associated with more or less workplace performances. The causal nature of this relationship cannot be inferred from the current study and further research is recommended to explore alternative explanations for this relationship. Out of the different demographic variables, only work experience was found to correlate positively with EI score. Experienced executives scored significantly higher on EI scale compared to less experienced executives. The results of the study are discussed within the context of the limitations of the current study and findings from previous research. The implications of the findings for organizations, policy makers, HR professionals, trainers, and future research are reflected upon.

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