https://orcid.org/0000-0001-7893-133X
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ABSTRACT
School leaders worldwide face challenges in dealing with equity, inclusion, and coexistence because of various global forces. This quantitative study investigated the relationships between emotional intelligence dimensions (EIDs) and professional performance standards (PPS) of Abu Dhabi public school leaders dealing with the changing times of neoliberalism. The study used questionnaires and a scoring guide to measure the emotional intelligence and leadership attributes of 123 school leaders, who were the participants. A multi-structural level analysis tracked the correlation and association between school leaders’ EIDs and PPS. The results indicated areas of EIDs requiring development to facilitate school improvement.
Acknowledgments
The authors would like to thank all the school leaders and managers that willingly participated in this study.
Data availability Statement
There is no publicly available data set associated with this paper.
Disclosure Statement
No potential conflict of interest was reported by the author(s).
Correction Statement
This article has been republished with minor changes. These changes do not impact the academic content of the article.
Notes
1. In phenomenology, the term “the Other” identifies another human being – in their differences from “the Self” – as a cumulative, constituting factor in the self-image of a person (The Oxford Companion to Philosophy, 1995). Moreover, it has also been described as an acknowledgment of being real; hence, “the Other” is both dissimilar to and the opposite of “the Self,” of “Us,” and of “the Same” (The other, 1999; The Oxford Companion to Philosopy, 2005).
2. Notably, several existing cultural beliefs (and misperceptions) suggest that women are blessed with EI more than males are. Some studies have also found evidence of women possessing higher EI ability than men based on common EI assessments (e.g., (Cabello et al., Citation2016; Joseph & Newman, Citation2010; Śmieja et al., Citation2014). Nonetheless, reviews, meta-analyses, and studies of physiological measures, behavioral tests, and brain neuroimaging have revealed mixed findings. Moreover, while experimental and neuropsychological measures show no reliable gender effect, self-reported data often indicates higher empathy in female participants (e.g., (Baez et al., Citation2017; Christov-Moore et al., Citation2014; Joseph & Newman, Citation2010; Kret & De Gelder, Citation2012; Michalska et al., Citation2013; Thompson & Voyer, Citation2014). Such inconclusive results have led to further research on the relationship between demographic variables such as gender, EI, and leadership attributes and practices.