Global Trait EI in Leadership and Education

The purpose of this final chapter is to discuss how leaders and educators alike can promote global trait EI in their leadership and classrooms by implementing the recommendations in the author's list of suggested recommendations. In addition, this chapter also discusses the advantages and disadvantages leaders and educators experience while using trait EI and discusses the similarities that exist between leadership and education. This chapter provides the foundations for future research on the topic of trait EI, also includes advice from Award-Winning Professors (AWPs), and concludes with the author's final thoughts on trait EI, leadership, and education.

The Emotion Expression Facet in Leadership and Education

This chapter presents the ways that leaders promote the emotion expression facet in their leadership by investigating the importance of emotion to leadership, emotional expression, and the importance of having an emotional vocabulary. In addition, this chapter also discusses how educators can promote the emotion expression facet in their classrooms via a discussion of the inherent emotionality of teaching and learning, the importance of having an emotional vocabulary, and the need for educators to be open with their students. In addition, this chapter weighs the viewpoints of those who disagree with the promotion of the emotion expression facet in leadership and education.

The Trait Happiness Facet in Leadership and Education

The purpose of this chapter is to establish the ways in which leaders promote the trait happiness facet by finding meaning, practicing servant leadership, and being cognizant of burnout. In addition, this chapter also discovers how educators can promote the trait happiness facet in their classrooms by practicing servant leadership, having job satisfaction, and embracing their roles as leaders in the classroom by finding meaning in their work and being wary of the signs of burnout. Finally, this chapter also presents the beliefs of those scholars who believe that the trait happiness facet does not merit promotion in education and leadership.

The Assertiveness Facet in Leadership and Education

This chapter demonstrates how leaders promote the assertiveness facet by giving feedback and having tough conversations with their followers, asserting their rights as a leader, and leading with ethics and integrity. In addition, this chapter also identifies how educators promote the assertiveness facet in their classrooms by teaching with ethics and integrity, having tough conversations, and using their legitimate power. Finally, this chapter identifies the viewpoints of those scholars who oppose the promotion of the assertiveness facet in leadership and education.

The Emotion Management (Others) Facet in Leadership and Education

This chapter demonstrates how leaders can promote the emotion management (others) facet in their leadership by influencing the feelings of their followers, giving followers bad news, and working to calm and console their followers. In addition, this chapter also discusses how educators can promote the emotion management (others) facet in their classrooms by encouraging, inspiring, and motivating their students, giving their students bad news, then calming, and consoling them. Finally, this chapter also presents the claims of those who oppose the promotion of the emotion management (others) facet in leadership and education.

The Relationships Facet in Leadership and Education

This chapter examines how leaders promote the relationships facet via the leader/follower relationship, mentoring, coaching, and advising, building their own support network, establishing boundaries, and demonstrating caring, and using referent power and relationship-oriented leadership. In addition, this chapter also examines how educators promote the relationships facet of trait EI by establishing boundaries, building their own support network, caring, mentoring and coaching, and practicing relationship-oriented leadership. Finally, this chapter also entertains the views of those who suggest that the relationships facet does not merit promotion in leadership and education.

The Stress Management Facet in Leadership and Education

This chapter elucidates how leaders promote the stress management facet in their leadership by delegating authority, decreasing stress, and tolerating anger/frustration. In addition, this chapter also depicts how educators promote the stress management facet in their classrooms by delegating authority, and embracing their roles as leaders in the classroom by decreasing stress, and tolerating anger/frustration. Finally, this chapter also illustrates the contentions of those scholars to oppose the promotion of the stress management facet in leadership and education.

The Trait Empathy Facet in Leadership and Education

This chapter illustrates how leaders promote the trait empathy facet in their leadership by listening to others, globalization, using the respectful mind, and by negotiating, compromising, and using conflict-resolution skills. In addition, this chapter also discusses how educators promote the trait empathy facet by creating a positive psychological environment in their classrooms, by using the respectful mind in order to appeal to international students, and investigates ways that educators can embrace their roles as leaders in the classroom. Finally, this chapter also gives elucidates the paradigms of those who oppose the promotion of the trait empathy facet in leadership and education.

The Impulsiveness (Low) Facet in Leadership and Education

This chapter establishes how leaders promote the impulsiveness (low) facet in their leadership via decision-making, preventing emotional hijacking, and preserving relationships. In addition, this chapter also displays how educators promote the impulsiveness (low) facet in their classrooms via balanced decision-making, preventing emotional hijacking, and embracing their roles as leaders in the classroom by preserving relationships. Finally, this chapter also indicates the viewpoints of those who oppose the promotion of the impulsiveness (low) facet in leadership and education.

The Emotion Regulation Facet in Leadership and Education

The purpose of this chapter is to examine how leaders promote the emotion regulation facet of trait EI in their leadership via dissociation, reframing, and coping. In addition, this chapter also explores how educators can promote the emotion regulation facet in their classrooms by discussing emotional regulation in the classroom, and how they can embrace their roles as leaders in the classroom in order by using reframing and coping techniques. Finally, this chapter also illustrates the positions of those who oppose the promotion of the emotion regulation facet in leadership and education.