EI, SC & TLQ

EMOTIONAL INTELLIGENCE AND SOCIAL COMPETENCE: ANTECEDENTS OF SCHOOL ADMINISTRATORS’ TRANSFORMATIONAL LEADERSHIP QUALITIES

ERNIE C. CERADOFACULTY, SULTAN KUDARAT STATE UNIVERSITY

EJC MONTILLA, TACURONG CITY

INTRODUCTION

The world is constantly changing and leadership is no exception. Old ways of doing things are being replaced, improved and sometimes, destroyed due to modernization (White, 2004).

Thus, the challenges of school reform have brought rise to

develop ideas about transformational leadership that

seems to be more important than the more traditional view of management. Most importantly,

transformational leadership relates directly in many aspects

to the need for school restructuring envisioned by DepED’s K to 12 Program.

RATIONALE

This study was carried out to VALIDATE the assertion of Hebert (2011) that there is a link between transformational leadership and emotional intelligence.

Along with, Saxe’s (2011) theory that socio-emotional competence and transformational leadership of educational leaders are significantly correlated with each other.

Essentially, this investigation was in response to Weinberger’s (2004) suggestion that similar study will be conducted to investigate the link between social competence and transformational leadership qualities of school administrators.

Nonetheless, what made this new study unique and interesting was that it had big twist wherein emotional intelligence and social competence were intertwined with their respective indicators.

Salovey, Mayer and Caruso's (2004) Theory of Emotional Intelligence

They proposed a model that identified four different factors of emotional intelligence: the perception of emotion, the ability to reason using emotions, the ability to understand emotion and the ability to manage emotions

Goleman's (1998) Competency Model of Emotional Intelligence

He advocated for the competency model of emotional intelligence which includes eighteen (18) competencies presented in 5 clusters, namely: self-awareness, self-regulation, motivation, empathy and social skills.

THEORITICAL FRAMEWORK

Barnett’s (2004) Emotional and Social Intelligence Model

He proposed a mixed model of emotional intelligence which sometimes is referred to as a trait model consisting of ten components. The components of this model include self-regard, emotional self-awareness, assertiveness, empathy, interpersonal relationships, stress tolerance, impulse control, reality testing, flexibility, and problem-solving.

Han and Kemple's (2006) concept on Social Competence

Social competence involves the personal knowledge and skills in which people must develop in order to deal effectively with life’s many choices, challenges, and opportunities. As such, it has been conceptualized to consist six important components, namely: Self-Management, Interpersonal Knowledge and Skills, Positive Self-Identity, Cultural Skills, Planning and Decision-Making Skills, and Adapting Social Values.


Components of transformational leadership (Bass, 1998) and elaborated by Saxe (2011)

They advanced the components of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, individualized consideration.

Hogg’s (2010) idea on Transformational Leadership Qualities

Transformational leaders must possess the following qualities for the total triumph of the organization they lead. These qualities include clear vision, courage, and self-motivation, inspiration, knowing people, setting a company’s standard and following through.


Smith’s (2004) Measures of Transformational Leadership Qualities

He measured transformational leadership qualities to include compassion, feedback, achievement, commitment, performance, empowerment, communication, inspiration and management potential.

Leban and Zulauf's (2004) Study on Transformational Leadership and Emotional Intelligence

They concluded that project managers’ emotional intelligence contributed to the manager’s transformational leadership style which is positively correlated with the actual project outcome or performance.


EMOTIONAL INTELLIGENCE

Self-AwarenessSelf-Regulation

MotivationEmpathy

Social Skills

SOCIAL COMPETENCESelf-Management

Interpersonal Knowledge and Skills

Positive Self-IdentityCultural Skills

Planning and Decision-Making Skills

Adapting Social Values

PERSONAL FACTORS

AgeGender

Civil StatusTribe

ReligionAdministrative

ExperienceEducational Attainment

TRANSFORMTIONAL LEADERSHIP QUALITIES

CompassionFeedback

AchievementCommitmentPerformance

EmpowermentCommunication

InspirationManagement Potential

Figure 1. The Research Paradigm showing the relationships of variables

INDEPENDENT VARIABLES DEPENDENT VARIABLEINTERVENING VARIABLE

In this study, the researcher presumed that emotional

intelligence and social competence possessed by school administrators are

related to their own transformational leadership

qualities.

Personal factors, however, are likewise acknowledged to have moderating effect towards transformational

leadership characteristics of school heads.

RESEARCH PARADIGM(cont.)

OBJECTIVES

(1) to describe the profile, emotional intelligence, social competence, and transformational

leadership qualities (TLQ) of the school

administrators;

(2) to relate emotional

intelligence and social competence

with TLQ of principals; and

(3) to find out the influence of

personal factors to TLQ

1 2 3

METHODOLOGY

RESEARCH DESIGN15

school administrato

rs

333 teacher

s

RESPONDENTS OF THE STUDY

DATA GATHERING

INSTRUMENTS

SSPQ or Self-Version (PP,

EI, SC & TLQ)

SSTQ or Rater-Version (PP, EI, SC &

TLQ)

LOCALE OF THE STUDY

REGION XII

NEI - Articulo and Florendo (2003)SC - Han and Kemple (2006) TLQ - Smith (2004)

SAMPLING PROCEDURE

LARGE SECONDARY SCHOOLS (PURPOSIVE)

STATISTICAL TREATMENT

Frequencies and

Percentages - to describe

the demographic profile of the respondents

Means - to explain the levels of the principals’ emotional

intelligence, social

competence and

transformational leadership

qualities

Pearson r and t-test

- relate emotional

intelligence, social

competence to transformational leadership

qualities of the school heads

ANOVA and t-test

- to see whether or not

personal factors like

age, gender, tribe, civil

status, religion, educational attainment,

and administrative

experience, have

influenced the principals’ TLQ

RESULTS

Profile of the School AdministratorsTypically, secondary school principals among big schools in Region XII are on the retiring age of 60-64, male, married, Ilongo and a Roman Catholic. They are less than 13 years in school administration, and are Doctoral degree holders. They usually serve as classroom teachers in the Department of Education (DepED) prior to their assumption to office as administrators.

This goes to show that, indeed, school

administrators have satisfactory

understanding of their personal emotions and feelings as well as their

teachers. They also have very good perception on subtle social cues, read

complex social situations, and demonstrate insight about others' motivations

and goals.

RESULTS…

Indicators Mean Verbal Description

Self-Awareness 3.82 High Self-Regulation 3.80 HighMotivation 4.03 HighEmpathy 3.78 HighSocial Skills 3.77 HighGrand Mean 3.84 High

Table 1Emotional Intelligence of the School Administrators

The school administrators have high emotional intelligence.

This means that they are highly competent as to self-management skills, interpersonal knowledge and skills, positive self-identity, cultural skills, planning and decision-making skills, and adapting social values.

RESULTS…

Indicators Mean Verbal Description

Self-Management 3.97 High Interpersonal Knowledge and Skills 3.84 High Positive Self-Identity 4.10 High Cultural Skills 3.89 High

Planning and Decision-Making Skills 4.00 High

Adapting Social Values 4.02 High Grand Mean 3.97 High

Table 2Social Competence of the School Administrators

The school administrators have high social competence.

RESULTS…Table 3Transformational Leadership

Qualities of the School AdministratorsIndicators Means Verbal

DescriptionAchievement 3.97 High Commitment 4.12 High Communication 4.04 High Compassion 3.84 High Empowerment 4.03 High Feedback 3.93 High Inspiration 4.03 High Management Potential 4.00 High Performance 4.02 High Grand Mean 4.00 High

This result suggests that principals have high level of TLQ, thus, they are able to motivate, inspire and persuade teachers to be good followers and soon become leaders too who will create significant and positive change in the organization.The school administrators have high transformational leadership qualities.

Table 4Correlational Analysis of Emotional Intelligence, Social

Competence and Transformational Leadership Qualities of School Principals

Variables r t Interpretation

Emotional Intelligence and

TLQ0.88 34.46 *

Social Competence and

TLQ0.91 40.83 *

EI, SC and TLQ 0.92 43.66 * tcrit(.05, 2-tailed)=1.97 * - significant

RESULTS…

Emotional Intelligence (EI), Social Competence (SC) and Transformational Leadership Qualities (TLQ) of School Principals

Analyses in Table 4 shows that emotional intelligence and transformational leadership qualities of school principals are related to each other. This connotes that the higher EI do principals have, the more effective they are in transformational leadership qualities. Social competence was also found to be related to the transformational leadership qualities of school principals. This means that if they are socially competent, they are most likely effective in transformational leadership manners. When both EI and SC were simultaneously correlated to TLQ, it was found to be very strong and significant. This proved that emotional intelligence and social competence of principals are remarkably linked to their transformational leadership qualities.

FINDINGSHebert’s (2011) assertion that there is a link

between transformational leadership and

emotional intelligence is proven to be

VALID.

Saxe’s (2011)

theory that socio-

emotional competenc

e and transformat

ional leadership

of educational leaders are significantly correlated with each other is ALSO

CONFIRMED.

Table 5Analysis of Variance (ANOVA) on the Transformational

Leadership Qualities of School Principals when Grouped by Age, Tribe, Religion, Administrative Experience and Educational

Attainment (n = 15)

Personal Factors

F-ratio

Fcrit(.05)Interpretati

on

Age

1.1997

3.4817

nsTribe 1.3293 3.4817 nsReligion 0.9222 3.5874 nsAdministrative Experience

0.7843 3.4780 ns

Educational Attainment

17.854 3.8852 *

α = 5% level of significance, ns – not significant, * - significant

Transformational Leadership Qualities and the Principals’ Personal Factors Transformational Leadership Qualities (TLQ) of school principals are not affected by their age, tribe, religion, and administrative experience. Educational attainment, however, affects it as indicated by F-ratios shown in Table 5. This signifies that school administrators who attained higher education have better transformational leadership characteristics.

CONCLUSIONS . Both emotional

intelligence and social competence of school

administrators are indeed antecedents of

transformational leadership qualities.

Moreover, higher education enhances

one’s transformational leadership behaviour.

RECOMMENDATIONSKnowing the significant links between these variables, a seminar-workshop on Emotional Intelligence, Social Competence and Transformational Leadership Qualities maybe undertaken at the Division Level, or an orientation at the District and School Levels might work for innovative district and school heads.

EI+SC≈TLQ

RECOMMENDATIONSMoreover, it might be agreeable and meritorious to recommend, that the existing National Qualifying Examination for School Heads (NQUESH) should include, among others, assessments of EI and SC of the candidates.

RECOMMENDATIONS

Finally, it is also practical to uphold one’s educational attainment as mandatory requirement in the selection and promotion of school administrator.

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