0.1 Nicely, k., womack, j., & Wright, l. (july 2009). emotional  (Page 4/5)

Stone, Parker, and Wood (2005) reported on the Ontario Principal’s Council leadership study that explored the relationship between emotional intelligence and school leadership. The study examined emotional and social competencies of school leaders and considered the information as a guide for planning professional development activities. Stone, et al., considered three ratings from principals and assistant principals, both elementary and secondary, and male and female. The ratings were self-reported using the Emotional Quotient Inventory . Stone, et al., concluded that there was a significant relationship between emotional intelligence and leadership, p<.001, as measured by these self assessments. When supervisors and staff assessed the skills of the principals and vice principals, however, Stone, et al., found that the relationship between emotional intelligence and leadership was not significant, p>.05. In summary, the researchers found it important to evaluate leadership using multiple raters to consider different perspectives of an individual’s leadership ability.

In Moore’s book, Inspire Motivate Collaborate: Leading with Emotional Intelligence (2009a), the author researched the importance of emotional intelligence and the influence it exerts on leadership. Pointing out that while not all people recognize emotional intelligence as a viable leadership skill, Moore argued that emotional intelligence influences relationships with parents and all stakeholders.

Moore (2009a) also discussed the impact emotional intelligence has on decision-making for leaders. Reviewing the history of research previously conducted on emotional intelligence, Moore used the information to identify the areas of emotional intelligence that leaders should implement in their leadership. The importance of understanding not only one’s own emotional intelligence but also the means by which a leader must manage and express those emotions were discussed at length in Moore’s book.

By examining the emotional intelligence of staff members and determining effective ways to manage environments that are influenced by emotional intelligence, leaders can create cooperative learning situations that will benefit students (Moore, 2009a). According to Moore, emotional intelligence is not stagnant, but rather something that can be improved and learned. By posing case studies, suggesting thought-provoking questions, and offering suggestions on the ways leaders might improve their emotional intelligence, readers were guided towards these opportunities.

Designed to be a training book for building professional learning communities that are geared towards school improvement, Moore (2009a) presented the rationale for accepting emotional intelligence as a necessary skill for leaders, and he provides the techniques to recognize, to implement and to improve those emotional skills.

Implications for school leaders

The positive association between effective leadership and emotional intelligence reported in the research has implications for school leaders in different stages of development. Pre-service school leaders should be assessed for emotional intelligence skills and their university preparation programs should include training to further develop their skills through problem-based learning. Practicing school leaders should use emotional intelligence skills to assess and manage their own emotional responses as well as the emotions of staff members as they engage in collaboration through professional learning communities. Finally, school districts should provide in-service professional development for practicing school leaders on how to use emotional intelligence to effectively lead collaborative efforts in schools.