Emotional Intelligence and Its Role in the Process of Informing How Effective School Leaders Lead in Urban Elementary K-5 Schools.

This paper explores how emotional intelligence competencies effect urban educational leadership, hence, urban principal\u27s decision-making and success. Researchers (Sternberg, 1985; Salovey and Mayer, 1990, 1997; Gardner, 1993; Goleman, 1995, 1998, 2006; Goleman, 2002) have provided new insights into the correlation between emotional and social intelligence competencies related to highly effective urban leadership. Interested in how urban leaders\u27 emotional intelligence inform their leadership style, and leadership effectiveness, I have chosen to use Salovey and Mayer\u27s, 1997 Emotional Intelligence Ability Model which views emotional intelligence as an actual domain of intelligence composed of specific emotional and mental abilities, instead of a combination of emotional abilities which rely heavily on social and motivation skills addressed in the popular mixed-model created by Harvard psychologist Daniel Goleman

Inspiring the Wonderment: Emotional Intelligence in Higher Education

The purpose of this research was to shed insight on the degree to which instructor Emotional Intelligence (EI) may moderate the student/teacher relationship. Interviews were conducted to gather qualitative data on the experience of several students at a private university in the Midwest. The findings suggest that there appears to be a positive relationship between instructor EI and a positive academic experience by the student. Further research on this topic may indicate that institutions may also benefit from incorporating the tracking and evaluating of EI in their faculty body to enhance academic success student

Goleman, Fay Oral History Interview

Professor of Education and Sociology (1937-1976). Topics include:Relation of Irving Goleman to Stockton College, community social work connections, early association with Harold Jacoby, Knoles family, professional social work committees.https://scholarlycommons.pacific.edu/esohc/1082/thumbnail.jp

L'intelligence émotionnelle selon Daniel Goleman /

Bibliogr

Hooked on coaching

Coaching is widely used and recognised in Business as a driver for improved performance for some time now. Coaching has also been introduced to the Education sector and especially Further Education has embraced it through National Initiatives such as the Subject Learning Coaches Initiative of the Teaching and Learning Programme (Learning and Skills Network). However, while mentoring schemes are used and valued in Higher Education (HE), especially within PgCert Teaching and Learning programmes, Maddern (2010: 38) points out that coaching is not widely used in HE despite the fact that it has the potential to ‘be enormously beneficial in helping academics reconcile the often conflicting demands (of teaching, research and administration) they are faced with as well as optimising their performance, increasing productivity and helping them achieve their goals’. What follows is a personal reflective review and an exploration into coaching and its relevance and usefulness for academic development activities. It has been written shortly after I completed postgraduate qualifications in this area at the University of Oxford Brookes in collaboration with the Learning and Skills Improvement Service and at the University of Wolverhampton and it provides an insight into how my thinking and practice has been influenced by coaching

Seven Steps to Emotional Intelligence

In lieu of an abstract, here is the article\u27s first paragraph: In New York State, one of the most contentious issues- even outside of education circlesis the overwhelming nature of student testing today. Teacher and administrator energies are focused on testing and test-taking at the expense of authentic instruction. In fact, the consequences of current testing in our schools resulted in an estimated 165,000 students opting out of this year’s standardized tests. Many educators continue to question the Common Core curriculum. Teachers are being asked to do more and deliver in ways that are industrializing our schools. Principals are faced with policies that make it difficult to foster a culture of learning and growing. Emotions and emotional reactions are overtaking the schoolhouse and the social landscape. This is an opportune time for the use of emotional intelligence (EI) in education

Interdisciplinary communication for environmental effectiveness: Forward-looking lessons from leadership, followership and strategic entrepreneurship

This article contends that interdisciplinary interactions, and temporal factors, influence communications between environment and organisations in ways that are understudied. It tracks the evolution of one recent interface between strategy and entrepreneurship to illustrate the process in action and to suggest how that hybrid can, in turn, interface with new leadership research to improve organisational responses at a time of fast-moving change. In addition, it makes a case for integrating action learning, action research, and action inquiry, as a method for generating more relevant and forward-looking case material than retrospective studies of past practice

Teacher induction: personal intelligence and the mentoring relationship

This article is aimed at probationer teachers in Scotland, their induction supporters, and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms – formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important

Recognising emotional intelligence in professional standards for teaching

A project conducted in a primary school explored the hypothesis that student teachers could reflect upon feedback to improve their use of emotional intelligence in the classroom, thereby making consequent improvements to their teaching as defined by the required professional teaching standards. The small body of literature on the emotional intelligence of teaching is reviewed, informing a defi nition of the term ‘emotional intelligence’ and the project’s research methodology. Four student teachers and their teacher mentors participated with a teacher educator to provide two data sets – joint lesson observations records and semi-structured interviews. The joint observations were conducted with the teacher educator, using an observational checklist based on an emotional intelligence competencies framework, and the mentor, assessing demonstration of the required professional standards. Two lessons per student were observed with a four week interval. Shortly after the second observation, student teachers and mentors were interviewed in peer pairs. The outcomes show linked improvements in terms of emotional intelligence and the professional standards, with the mentor and student teacher participants confirming the value and relevance of assessment through an emotional intelligence filter. The findings have implications for emergent and established teachers in school and higher education settings. They call for a learning community to share good practice and support each other’s development through observation, discussion and modelling of emotionally-intelligent teaching and conduct. The study concludes that higher education programmes and partner schools would benefit from time, curriculum provision and government agency support to recognise, reflect upon and develop emotional intelligence in teaching