Year: 2017
Author: Norwood, Kelly, Duursma, Elizabeth, Verenikina, Irina, Wheatherby-Fell, Noelene
Type of paper: Abstract refereed
Abstract:
Underpinning a teacher's ability to not only survive but thrive through the complexities, capriciousness and exceedingly political nature of educational environments, is inclusion in collaborative, cohesive settings, framed by quality leaders (Moore, 2009). Current research has highlighted that in addition to cognitive abilities and experiential background, emotional intelligence (EI) is a fundamental skill component of leaders, a significant emotional and social capacity, which forms the foundation of effective leadership (Doe, Ndinguri, & Phipps, 2015; Dabke, 2016; Hopkins, O'Neil, & Williams, 2007; Prati, Douglas, Ferris, Ameter & Buckley, 2003). Although identified as integral to successful performance in the leadership domain, individuals remain uncertain about the value of emotions in the context of educational leadership and structure (Locke, 2005; Murphey, 2006; Hawkey, 2006).
This research aims to investigate the emotion-based behavioural and cognitive dispositions of leaders in educational contexts, exploring how the knowledge of, and expertise in EI, assists in leadership development. Through a multiple case approach, the research examines the connections between EI and effective leadership practice. Participant recruitment involved sourcing leaders who have successfully established collaborative and cohesive environments, displaying high levels of organisational commitment, curiosity for learning, and an appreciation for the impact of emotion on leadership. This research is framed by the concepts of EI, authentic leadership and andragogy. Where these interrelated concepts assist in deriving meaning from the research, providing implications for future program design, aimed at enhancing teachers' leadership skills and candidacy.
Data collection involves observing participants in both formal and informal leadership exchanges. These observations are guided by identifiable emotional competencies, including self-awareness, self-regulation, empathy, internal motivation, and social skills. Semi-structured interviews, will then supplement field observations, providing further insight into the individual participants, highlighting how these components are integral to successful leadership practice. Additionally, throughout the data collection, leaders will be required to reflect on their roles, and record these in the journal provided.
Findings from the research are expected to inform recommendations for professional development, detailing specific examples of emotionally intelligent responses and approaches for leaders. This research will add to the existing body of knowledge on the influence of EI characteristics on effective leadership, and will serve as a means of self- assessment and professional development, aligning with the Australian Professional Standards for Teachers (AITSL, 2011). The findings will assist leaders to embed emotional intelligence within their practice, thereby establishing more collaborative and cohesive environments and quality educational leaders.
This research aims to investigate the emotion-based behavioural and cognitive dispositions of leaders in educational contexts, exploring how the knowledge of, and expertise in EI, assists in leadership development. Through a multiple case approach, the research examines the connections between EI and effective leadership practice. Participant recruitment involved sourcing leaders who have successfully established collaborative and cohesive environments, displaying high levels of organisational commitment, curiosity for learning, and an appreciation for the impact of emotion on leadership. This research is framed by the concepts of EI, authentic leadership and andragogy. Where these interrelated concepts assist in deriving meaning from the research, providing implications for future program design, aimed at enhancing teachers' leadership skills and candidacy.
Data collection involves observing participants in both formal and informal leadership exchanges. These observations are guided by identifiable emotional competencies, including self-awareness, self-regulation, empathy, internal motivation, and social skills. Semi-structured interviews, will then supplement field observations, providing further insight into the individual participants, highlighting how these components are integral to successful leadership practice. Additionally, throughout the data collection, leaders will be required to reflect on their roles, and record these in the journal provided.
Findings from the research are expected to inform recommendations for professional development, detailing specific examples of emotionally intelligent responses and approaches for leaders. This research will add to the existing body of knowledge on the influence of EI characteristics on effective leadership, and will serve as a means of self- assessment and professional development, aligning with the Australian Professional Standards for Teachers (AITSL, 2011). The findings will assist leaders to embed emotional intelligence within their practice, thereby establishing more collaborative and cohesive environments and quality educational leaders.