Faulkner University Emotional Intelligence and Their Relationship to Transformational Leadership Paper Prior to beginning work on this assignment, read the

Faulkner University Emotional Intelligence and Their Relationship to Transformational Leadership Paper Prior to beginning work on this assignment, read the articles attached concerning emotional intelligence and its association with transformational leadership. Further information on transformational leadership from Chapter 8 of Northouse (2018) should be used to support the assignment. Also, research transactional and situational leadership styles.

Leadership must be effective in order for teams to move toward optimal performance. Understanding culture, multiple leadership styles, and emotional intelligence can prove useful in preparing the leader to lead effective teams.

In your paper,

Analyze the five components of emotional intelligence and their relationship to transformational leadership.
Discuss how to use transformational leadership combined with the use of emotional intelligence to improve a situation involving teams at work.
Distinguish between transactional, situational, and transformational leadership and the usefulness of each in impacting team performance.
Discuss the impact of culture and ethics on the leadership of teams.

The Factors Impacting Team Leadership paper

Must be two to three double-spaced pages in length (not including title and references pages) and formatted according to APA style.
Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must utilize academic voice.
Must include an introduction and conclusion paragraph. Your introduction paragraph needs to end with a clear thesis statement that indicates the purpose of your paper.
Must use at least three scholarly sources in addition to the course text.
Must document any information used from sources in APA style
Must include a separate references page that is formatted according to APA style

References

Northouse, P. G. (2018). Leadership: Theory and practice (8th ed.).

Zurita-Ortega, F., Olmedo-Moreno, E. M., Chacón-Cuberos, R., Expósito López, J., & Martínez-Martínez, A. (2020). Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model. International Journal of Environmental Research & Public Health, 17(1), 293.

Santoso, B., Imaniyati, N., Hufad, A., & Rahmat, A. (2020). The Effect Of Situational Leadership and Motivation on Employee Performance. Talent Development & Excellence, 12(1), 4564–4573.

Jublina Oktora, Mohammad Rizan, & Sihol Situngkir. (2016). Effect of Transactional and Transformational Leadership Style, Motivation and Competence to Performance of Employees Pt. Sanjayatama Lestari. Jurnal Riset Manajemen Sains Indonesia, 7(2), 279–301. https://doi-org.proxy-library.ashford.edu/10.21009… International Journal of
Environmental Research
and Public Health
Article
Relationship between Leadership and Emotional
Intelligence in Teachers in Universities and Other
Educational Centres: A Structural Equation Model
Félix Zurita-Ortega 1 , Eva María Olmedo-Moreno 2 , Ramón Chacón-Cuberos 2, * ,
Jorge Expósito López 2 and Asunción Martínez-Martínez 2
1
2
*
Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada,
18071 Granada, Spain; felixzo@ugr.es
Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain;
emolmedo@ugr.es (E.M.O.-M.); jorgeel@ugr.es (J.E.L.); asuncionmm@ugr.es (A.M.-M.)
Correspondence: rchacon@ugr.es; Tel.: +34-958-246-112
Received: 9 October 2019; Accepted: 29 December 2019; Published: 31 December 2019

Abstract: This study uses an explanatory model of the dimensions of leadership and emotional
intelligence according to the methods used in particular teaching environments (universities and
other educational institutions). The effect of different kinds of leadership on emotional intelligence
dimensions is also established using an explanatory model. A total of 954 teachers participated in this
cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data
collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale
(TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business
Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations.
Results showed that the structural equation model had a good fit. Transformational leadership
depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more
relevant at the lower educational levels. In relation to transactional leadership, contingency reward
has a greater regression weight in non-university education, whereas passive leadership is governed
more by passive exception in university teachers. There was a positive and direct relationship
between levels of emotional intelligence and transformational leadership in non-university teachers,
which reveals the need for effective understanding and management of both one’s own and students’
emotions in order to act effectively as a leader. Transactional leadership was negatively related to
some emotional intelligence dimensions, given the relevance of obtaining power in this dimension.
Keywords: leadership; emotional intelligence; teaching; university
1. Introduction
Teachers’ personal traits as well as their professional skills are significant in relation to bringing
about behavioral changes in students [1]. Among the factors justifying the training of teachers
in emotional ability in all types and at all stages of education, it can be highlighted the need to
carry out teaching tasks with emotional intelligence, as well as the need to teach emotional skills to
students. These ideas concur with studies on students and teachers in secondary education in several
contexts [2,3].
In light of the scientific literature on this topic, above all focusing on emotional understanding and
control skills, these factors are considered predictors of a better management of everyday life and are
related to higher levels of well-being and psychological adjustment [4–7]. Other studies, such as those
by Mearns and Cain [8], revealed that teachers with high expectations of being able to manage their
Int. J. Environ. Res. Public Health 2020, 17, 293; doi:10.3390/ijerph17010293
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negative emotions used more coping strategies. Additionally, Rodríguez-Corrales et al. [9] analyzed
the direct effect of non-university teachers’ emotions on the assessment of students’ performance.
Notwithstanding the various viewpoints from which emotional intelligence and positive
psychology have been studied, it can be seen that almost no studies address leadership as indicated
by Sánchez et al. [10], despite the fact that psychological theories highlight the importance of
practice, reasoning and management. Nevertheless, several authors have shown the importance of
teachers’ emotional intelligence and their correct use in order to improve thinking and management
capacity [11,12]. In fact, high levels of emotional well-being have been developed in other professions,
such as nursing and odontology, in order to get high levels of leadership, which is really important in
these professions [3,13].
A positive relationship was found between emotional intelligence and the different styles of
educational leadership [1]. In fact, various studies have confirmed that those teachers who are
emotionally intelligent can manage and direct in a better way the daily challenges presented by
students and by the teaching-learning process more effectively and positively [14].
Recently, the term leadership has come to represent one of the most important and recurrent lines
of research in studies on organizations in general and on educational institutions in particular [15–18].
Most works and studies analyzed confirm the positive effect that leadership has on many and varied
aspects, notably educational level and teachers’ results [19–21].
The idea of implementing emotional intelligence as a tool to improve teachers’ leadership
and well-being has been considered in almost all educational institutions worldwide. Specifically,
Asrar-ul-Haq et al. [11] have carried out research on the way intelligence influences teachers’ ways of
working in Pakistan, while Vinichenko et al. [22] analyze differences related to the development of
work and suggest measures for optimizing teachers’ training. A study by Ozdemir and Kocak [23]
determined that human behavior in any working environment is associated with leadership styles and
establishes a more positive emotional charge in teachers with academic posts.
In this way, several researches determine the existence of different types of leadership [19–23].
Specifically, passive leadership, which is based on letting the student perform the tasks without help;
democratic leadership, whereby the students take part in the decisions about the learning process
in educational context, and transformational leadership, based on intellectual stimulation and the
idealized influence. Thus, this study aims to analyse the relationships between these three types of
leadership and the basic skills of emotional intelligence, including the perception, regulation, and use
of emotions.
Bearing all this in mind, this study is based on the following theoretical assumption and
hypothetical model (Figure 1) with the following factors: Factor 1: Transformational Leadership
(TRANF-L); Factor 2: Transactional Leadership (TRANS-L); Factor 3: Passive Leadership (PAS-L);
Factor 4: Behavioral Idealized Influence (BII); Factor 5: Attributed Idealized Influence (AII); Factor 6:
Inspired Motivation (IM); Factor 7: Intellectual Stimulation (IS); Factor 8: Individualized Consideration
(IC); Factor 9: Contingent Reward (CR); Factor 10: Management-by-exception: passive (MEP); Factor
11: Laissez-Faire (LF); Factor 12: Emotional Intelligence-Perception (IE-P); Factor 13: Emotional
Intelligence-Understanding (IE-U); Factor 14: Emotional Intelligence-Regulation (IE-R).
The model that has been developed aims to ascertain the connection between the emotional
intelligence dimensions (perception, understanding and regulation) of teachers and their different
leadership styles, since various studies show a close relationship between them [24–26]. Additionally,
the study aims to establish the connections between the three styles of leadership, since studies such as
those by Griffioen and De Jong [27], Elrehail [28], or Hassan et al. [29] address how important, in terms
of management, is the exchange of knowledge between different types of leadership and innovation
in higher education institutions, and above all in teaching itself. Herein some of the errors detected
having been attributed to poor-quality leadership.
It is also convenient to eliminate connections between dimensions in the TMSS-24, since each
of the parameters (perception, understanding, and regulation) is an independent entity. In the same
Int. J. Environ. Res. Public Health 2020, 17, 293
Int. J. Environ. Res. Public Health 2020, 17, 293
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3 of 12
It is also convenient to eliminate connections between dimensions in the TMSS-24, since each of
the parameters (perception, understanding, and regulation) is an independent entity. In the same
regard,
regard,and
andaccording
accordingto
toMarsh
Marsh[30],
[30],ititisis convenient
convenientand
andnecessary
necessaryto
toeliminate
eliminatethe
theless
lesssignificant
significant
connections,
provided that
thatthe
the
indices
in model
the model
not affected,
in obtain
order atosynthesized
obtain a
connections, provided
fit fit
indices
in the
are notare
affected,
in order to
synthesized
concise
model
and concise and
model
(Figure
1). (Figure 1).
Figure 1. Theoretical model. Note1: TRANF-L, Transformational Leadership; TRANS-L,
Transactional Leadership; PAS-L, Passive Leadership; BII, Behavioral Idealized Influence; AII,
Figure 1. Theoretical model. Note1: TRANF-L, Transformational Leadership; TRANS-L,
Attributed Idealized Influence; IM, Inspired Motivation; IS, Intellectual Stimulation; IC, Individualized
Transactional Leadership; PAS-L, Passive Leadership; BII, Behavioral Idealized Influence; AII,
Consideration; CR, Contingent Reward; MEP, Management-by-Exception Passive; LF, Laissez-Faire;
Attributed Idealized Influence; IM, Inspired Motivation; IS, Intellectual Stimulation; IC,
IE-P, Emotional Intelligence Perception; IE-U, Emotional Intelligence Understanding; IE-R, Emotional
Individualized Consideration; CR, Contingent Reward; MEP, Management-by-Exception Passive; LF,
Intelligence Regulation.
Laissez-Faire; IE-P, Emotional Intelligence Perception; IE-U, Emotional Intelligence Understanding;
IE-R,
Emotional
Intelligence
In the
proposed
model, Regulation.
passive leadership, transformational leadership, and transactional
leadership act as exogenous variables, whereas behavioral idealized influence, attributed idealized
In the inspired
proposedmotivation,
model, passive
leadership,
transformational
leadership,
and transactional
influence,
intellectual
stimulation,
individualized
consideration,
contingent
leadership
act
as
exogenous
variables,
whereas
behavioral
idealized
influence,
attributed
idealized
reward, management-by-exception passive, laissez-faire, emotional intelligence perception, emotional
influence,
inspired
motivation,
intellectual
intelligence
understanding,
and
emotionalstimulation,
intelligence individualized
regulation act consideration,
as endogenouscontingent
variables.
reward,
management-by-exception
passive,
laissez-faire,
emotional
intelligence
Two-way arrows (covariances) connect exogenous variables, whereas one-way
arrowsperception,
reveal the
emotional
intelligence
understanding,
and emotional
intelligence
regulation
act as endogenous
effects (direct
and indirect)
between endogenous
variables.
Associations
are established
between
variables.
Two-way
arrows
(covariances)
connect
exogenous
variables,
whereas
one-way
arrows
prediction errors in the endogenous variables, which receive the effects of others and need errors
in
reveal
the
effects
(direct
and
indirect)
between
endogenous
variables.
Associations
are
established
variables. Estimation of the parameters was carried out using the maximum likelihood estimation
between
errors
in the endogenous
which by
receive
the effects
of others
and study
need
method prediction
(ML), which
is coherent,
non-biasedvariables,
and unaffected
the type
of scale.
Thus, this
errors
Estimation
the parameters
was carried
out using the
maximum
likelihood
has asinitsvariables.
main objectives:
(a) of
to analyze
and determine
the relationship
between
leadership
and
estimation
method
(ML),
which
is
coherent,
non-biased
and
unaffected
by
the
type
of
scale.
emotional intelligence in Spanish teachers; (b) to define and contrast an explanatory model Thus,
of the
this
study has
its main objectives:
to analyze
and determine
relationship
between
leadership
dimensions
inas
emotional
intelligence(a)
according
to leadership
stylesthe
and
type of teaching
(in universities
and
emotional
intelligence
in
Spanish
teachers;
(b)
to
define
and
contrast
an
explanatory
model
of the
or otherwise), and (c) to analyze the effect of leadership styles on emotional intelligence dimensions
dimensions
in
emotional
intelligence
according
to
leadership
styles
and
type
of
teaching
(in
using a multigroup explanatory model according to different educational levels.
universities or otherwise), and (c) to analyze the effect of leadership styles on emotional intelligence
dimensions
a multigroup explanatory model according to different educational levels.
2. Materialsusing
and Methods
2.1. Subjects and Design
This descriptive and cross-sectional research project was carried out on a sample of 954 teachers
in Spain, both men and women (45.9%, 438 men and 54.1%, 516 women), from 137 schools,
with different typologies and levels (Infant, Primary, Secondary, Training Courses, Universities
Int. J. Environ. Res. Public Health 2020, 17, 293
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and others). The sample was chosen by random sampling among teachers from all educational
levels in Spain (N = 691,235), being 117,716 university teachers and 573,519 teachers at other levels.
The sampling error was acceptable, specifically 0.03 for the overall sample (0.06 for university teachers
and 0.04 for the rest). It should be noted that 65 questionnaires were invalidated because they were not
properly completed.
2.2. Instruments
Three different types of instrument were used in this project. The first was a self-completion
questionnaire where the teachers indicated their gender, their age, and their seniority or the
educational level at which they taught (Infant, Primary, Secondary, Training Courses, University,
and others, into which category came teachers of religious education, School Counselors, Special
Needs, Adult Education teachers, etc.).
The second instrument used was the MLQ-5X by Bass & Avolio [31], named in its original version
Multifactor Leadership Questionnaire, which is considered one of the most effective instruments for
measuring leadership [32]. This questionnaire is made up of 45 items, measured using a Likert scale
with five options, whereby 0 is “Totally disagree” and 4 is “Totally agree”. The first 36 items identify
leadership behavior in the leaders (Transformational, Transactional and Laissez-Faire), and items 37 to
45 are in response to those leadership results. The instrument had a Cronbach’s Alpha of ? = 0.879.
The third instrument is the TMMS-24, which is based on the Trait Meta Mood Scale (TMMS-24)
proposed by Salovey, Mayer, Goldman, Turvey, & Palfai [33]. The original scale assesses emotional
states through 24 items, structured in three dimensions (perception, understanding and regulation)
with 8 items each, and answered using a Likert scale with five options. In Spain, it has been used by
Cazalla-Luna and Molero [34]. In this study, the Cronbach’s Alpha was ? = 0.864.
2.3. Procedure
Firstly, all the teachers in Spain were counted. Then, the Faculty of Education of the University
of Granada (Spain) composed an explanatory letter inviting people to collaborate. This document
explained the nature and objectives of the study and requested the consent of those willing to participate.
Once an affirmative reply had been received, the questionnaire was sent by email so that participants
could answer frankly; in some cases, on request, the questionnaire was mailed in paper form. A total
number of 1019 teachers took part in this project, 65 questionnaires being invalidated because they
were not correctly completed. The instruments were applied from January to March 2018. Anonymity
and confidentiality of data was ensured. Data were collected and its quality was confirmed, whilst
ensuring throughout that the process conformed to the ethical principles for research defined in the
Declaration of Helsinki in 1975 and later updated in Brazil in 2013.
2.4. Statistical Analysis
For data analysis, the statistical software IBM SPSS 24.0. (International Business Machines
Corporation, Armonk, NY, USA) was used in order to establish the values of the basic descriptors
(means and frequencies). For the analysis of relations and effects existing between the constructs of the
structural model, program IBM AMOS 23.0. (International Business Machines Corporation, Armonk,
NY, USA) was used, carrying out a multigroup analysis. A model of route analysis was created with
the following observable variables: transformational leadership (LTRANSF); transactional leadership
(LTRANSA); passive Leadership (LPASIVO); Behavioral Idealized Influence (IIC); attributed idealized
influence (IIA); inspired motivation (MI); intellectual stimulation (EI); individualized consideration
(CI); contingent reward (RC); management-by-exception: passive (DEP); laissez-faire (LF); emotional
intelligence perception (PERIE); emotional intelligence understanding (COMIE); emotional intelligence
regulation (REGIE).
Model fit was checked in order to verify compatibility and the empirical information obtained.
Fit reliability was assessed using Marsh’s goodness-of-fit indices, which indicate that in Chi-square,
Int. J. Environ. Res. Public Health 2020, 17, 293
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non-significant values associated with p denote a good model fit. The comparative fit index (CFI) will
be acceptable if higher than 0.90, and excellent if higher than 0.95. The normed fit index (NFI) must be
higher than 0.90; the Incremental Fit Index (IFI) will be acceptable if higher than 0.90 and excellent if
higher than 0.95. Finally, the root mean square error of approximation (RMSEA) will be excellent if
lower than 0.05 and acceptable if lower than 0.08.
3. Results
The descriptive study of data relating to the 954 participants established that values were similar
by gender. The greater proportion of non-university teachers is also significant, most such participants
having worked as a teacher for less than 20 years. As regards the distribution of teachers according to
education type, there were more men (35.6%) than women in higher education, the proportions being
reversed in all other types of education. Regarding the length of service, there is a greater presence of
senior teachers in higher education, as can be seen in the following table (Table 1).
Table 1. Descriptive study.
Teaching
Higher Teaching
Other Teachings
Total
Male
Count
% Gender
% Teaching
156
35.6%
56.5%
282
64.4%
41.6%
438
100.0%
45.9%
Female
Count
% Gender
% Teaching
120
23.3%
43.5%
396
76.7%
58.4%
516
100.0%
54.1%
Experience (20 ages)
Count
% Experience
% Teaching
48
53.3%
17.4%
42
46.7%
6.2%
90
100.0%
9.4%
Total
Count
% Experience
% Teaching
276
28.9%
100.0%
678
71.1%
100.0%
954
100.0%
100.0%
The proposed structural equation model obtained a good fit in all assessment indices.
The Chi-square had a significant value of p (?2 = 273.540; gl = 70; p < 0.001). Nevertheless, this index cannot be interpreted in a standardized way, added to which a problem is posed by its sensitivity to sample size [30]. Therefore, other standardized... Purchase answer to see full attachment