Emotional Intelligence and Leadership Styles in Education

by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was pop‑
ularized in the general media by Goleman (1995). EI refers to a set of abilities for using
emotional information in adaptive ways. This psychological construct is important and
relevant to leadership since emotional factors play a role in personal well‑being, interper‑
sonal relationships, motivation, workplace adjustment and learning processes. EI can be
applied to educational leadership since the school leader must continually work with indi‑
viduals and groups (i. e. school personnel such as teachers, teaching aids, school psychol‑
ogists, counselors, other administrators as well as students and parents). Using emotions
adaptively is critical for effective interpersonal relationships as well as for creating an
emotional‑toned environment in the school context. Two models of EI are presented. The
first model (Mayer & Salovey, 1997) is the ability‑model that considers four major emotion
skill sets (perception, facilitation, understanding and managing). The second model (Go‑
leman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion
recognition & regulation) and application domains (toward self & others). There is some
overlap between these models with regard to emotional perception (recognition) and reg‑
ulation (managing). The Mayer’s and Salovey’s (1997) model is distinct for its abilities to
use emotional concepts and the use of emotions to facilitate decision‑making and emo‑
tional planning. Goleman and colleagues’ (2002) model includes organizational and social
intelligence features. Research on the relationship between EI and effective leadership
will be reviewed. Generally, studies have found predictive correlations between EI and ef‑
fective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker,
2009). A useful model proposed by Guillen & Florent‑Treacy (2011) divides leadership be‑
haviors into two groups: Getting along (with others) and getting ahead (meeting organiza‑
tional goals). Goleman’s (2011) six styles of EI leadership will be discussed as approaches
to educational leadership with an examination of the strengths, limitations and emotional
dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader‑determined standards); Visionary (creating inspirational purpos‑
es); Affiliative (leading through relationships); Participative (using democratic consensus
building) and Coaching (helping individuals develop). These styles are further described
in terms of the previously mentioned leadership categories of getting along or getting
ahead. In addition, the styles are determined to be either dissonant or resonant with re‑
gard to the emotional tone they create in the organization. The necessity of advocating for
EI in school contexts will be emphasized. The potential for various professionals (such as
school psychologists and school counselors) to take on leadership functions as facilitators
of emotional processes in the school settings will also be considered. Educational leaders
(whether formally as administrators or functionally as school counselors and psycholo‑
gists), can have a positive impact on school personnel and students as well as the larger
school context through the application of EI capacities and through considering the emo‑
tional dynamics in leadership styles.