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To examine for possible publication bias, several methods were employed by the researchers. A funnel plot of the standard error on the vertical axis and the converted Fisher Z effect size on the horizontal axis was computed and examined (See Figure 1). The plot revealed a largely symmetrical distribution around the mean effect size with no visual indications of extreme outliers suggesting that the probability of publication bias is low.

Figure 1. funnel plot

Further analysis for publication bias incorporated the calculation of a fail-safe N. The fail-safe N estimates the number of unpublished studies needed to nullify the positive effect found between EI and leadership effectiveness (Lipsey&Wilson). This meta-analysis incorporates data from 48 studies and using the CMA software, the fail-safe N is 11,249. This means that the researcher would need to locate and include 11,249 null studies in order for the combined 2-tailed p-value to exceed 0.05. In other words, there would need to be 225 missing studies that show a negative or non-significant effect for every observed study for the effect to be nullified. The fail-safe N test supports the other data that publication bias was likely not an issue since 62.5% of the studies included were unpublished sources.

Discussion

Although claims of the paramount or essential value of emotional intelligence as a component of leadership may be overstated, the results of this study would suggest that emotional intelligence is at least an important element in the exercise of effective leadership.

Informal assessments of leaders by subordinates, peers and supervisors may often cause confusion as to how some individuals manage to achieve and maintain positions of leadership and power. Further, given that even with adequate ability and training some leaders continue to fail, perhaps emotional intelligence is a contributing factor. The results of the current study show that EI affects leadership effectiveness. This finding can have significance for the evaluation of educational leaders. Perhaps a good first step for current and future educational leaders is an assessment of their own level of emotional intelligence and learning to be cognizant of how this factor affects their performance. EI provides a structure where emotions are connected to reasoning in a functional way. Those leaders who recognize and monitor their EI have learned to utilize their emotions towards the improvement of processing information in order to make better decisions, support interactions and relationships with others, and exhibit certain behaviors associated with success in order to be viewed as effective. Regardless of the scale used for assessing EI, the results could be used for self-reflection or discussion with supervisors as part of a professional development process. Incorporating these data into a 360 evaluation process might also be a productive approach in providing self and observer ratings of the leader’s level of EI as a means of improving performance and developing recommendations for improvement.

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Source:  OpenStax, Ncpea education leadership review, volume 10, number 2; august 2009. OpenStax CNX. Feb 22, 2010 Download for free at http://cnx.org/content/col10710/1.2
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