Correlation of emotional intelligence and instructional leadership behaviors

Abstract

Leadership is second only to classroom instruction among all school-related factors contributing to student learning (Marzano et al., 2005). Understanding the role of emotional intelligence in instructional leadership behaviors with a focus on establishing expectations for student academic success provides valuable information about practices needed to support teaching and learning in an era of accountability. The purpose of this quantitative correlational research study using the Emotional Intelligence Appraisal: There Is More Than IQ (EIA™ - Me Edition) (Bradberry & Greaves, 2003a) and the Principal Instructional Management Rating Scale (PIMRS) (Hallinger, 1985) was to examine the degree to which a relationship existed between emotional intelligence and instructional leadership behaviors. The sample population consisted of 35 elementary principals involved in Michigan’s Reading First initiative. Descriptive statistics and Pearson’s correlation coefficients were performed to analyze and examine the degree to which a relationship existed between emotional intelligence and instructional leadership behaviors. Results indicate a significant relationship between the principals’ total scale score of instructional leadership behaviors and the overall emotional intelligence score. Significant relationships with instructional leadership were also observed between the emotional competency of Social Competence and the subscales of Social Awareness and Relationship Management. Recommendations for further research include an exploration of the unexpected result that emotional intelligence competencies associated with interpersonal skills were related to instructional leadership but not the competencies associated with intrapersonal skills. This research finding conflicts with the common understanding that we must understand ourselves first, before we understand others.