Relation Between Transformational Leadership and Emotional Intelligence of girlsâ high School Principals in Isfahan
Subject Areas : Research in Curriculum Planningمرضیه ترکان 1 , غلامرضا احمدی 2
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Keywords: Emotional intelligence, girls’high, Transformational Leadership, principals,
Abstract :
The aim of the present study was to evaluate the relation between transformational leadership and emotional intelligence of girls’ high school principal in Isfahan. In this study the method was descriptive survey. The statistical population for this study comprise 350 principals and 1305 female teachers from 6 Isfahan educational districts in the academic year of 2007-2008. Through multi-stage randomized sampling, 86 principals and 210 female teachers were selected as statistical sample. The data collection instrument comprised Bass’s transformational leadership standard questionnaire with 25 questions and Bar-on’s emotional intelligence standard questionnaire with 90 questions. The reliability coefficient of the questionnaire using Cronbach Alpha was 0/96 for transformational leadership and 0/91 for emotional intelligence. In this study the data was analyzed by using descriptive statistics (frequency ,mean ,percentile and standard deviation) and inferential statistics (multiple-regression analysis, Pearson’s product moment correlation coefficient ,one way analysis of variance and Scheffe test). The results indicated that there was a positive relation between transformational leadership and 15 components of Bar-on’s emotional intelligence (emotional self-awareness, assertiveness, self-regard, self-actualization, independence, social responsibility, interpersonal relationship, reality testing, flexibility, problem solving, stress tolerance, impulse control, optimism, happiness), except empathy. Regarding demographic features there was not significant difference between transformational leadership and emotional intelligence in terms of principal degree in P≤0.05. In terms of working experience, the principal with 11 years of experience and more were more effective in self-actualization and flexibility skills as well as problem solving ability than those with less than 11 years of experience. Further the principal with less than 11 years of experience were more assertiveness than those with more than 11 years of experience.