Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader

Abstract

This exploratory study builds upon the need for scientific studies that measure the impact of emotional intelligence training on educational leadership skill development. Using a quasi-experimental methodological approach, the researchers evaluated the effectiveness of a course in emotional intelligence leadership development in a postgraduate leadership program taken during the program's first semester. The course was grounded in the framework of emotional intelligence by Daniel Goleman. It also utilized concepts and skills from the ability model of emotional intelligence. The sample consisted of 45 aspiring leaders in a New York urban university. The evaluation measures included the Leadership Practices Inventory (LPI) and the Emotional Social Competency Inventory (ESCI). The preliminary results conducted by paired sample t-tests showed positive statistically significant differences in all the variables of the ESCI and the LPI. Further analysis, with a quasi-experimental pre-posttest design, evaluated the effect of the cohort and maturation. Results showed positive statistically significant differences in all five leadership practices of the LPI, except in the practice of Challenge. Prospective school leaders' perception of their emotional intelligence competencies, measured by the ESCI, also demonstrated significant positive results in all variables except Self-Awareness.