Bullock, Kevin

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ResourceThe importance of EmotionalIntelligence to effectiveschool leadershipAutumn 2009Research Associate Summary ReportKevin BullockHeadteacher, Fordham Church of England Primary School IntroductionThere is a growing body of evidencewhich demonstrates that effectiveleadership is critical to schoolimprovement. For instance, The AnnualReport of Her Majesty’s Chief Inspectorof Education, Children’s Services andSkills 2007/08 states, ‘The quality ofthe leadership and managementremains, with that of teaching andlearning, a key factor in a school’ssuccess…’ (HMCI 2008: 30).At the same time, recent years haveseen a rapid increase in interest in thelink between Emotional Intelligence [EI]and effective leadership. For instanceStein and Book claim that “most dealsare 50 per cent emotion” and concludethat “successful CEOs shine in the areaof emotional intelligence” while“unsuccessful CEOs put strategy beforepeople” (Stein and Book 2006: 30-31). However while there is evidence todemonstrate the significant role EI mayplay in effective leadership, thereappears to be some danger that thistheme may come to dominatediscussions on leadership, resulting inother significant attributes and skillsbeing overlooked. For instance, theNational College’s (formerly the NationalCollege for School Leadership, NCSL)(NCSL 2006) evaluation of the primarystrategy consultant leaders [PSCL]programme emphasised the importanceof effective communication and highexpectations [along with the EI-relatedtheme of empathy] in instances whenPSCLs were most effective.This study explores perceptions of thesignificance of EI amongst primaryheadteachers and children centremanagers, a large proportion of whomwere deemed by Ofsted as‘outstanding’ in their most recentinspection. Opinions were gatheredthrough the use of a structuredquestionnaire completed by 51 headsand senior managers, and exploredfurther in interviews and discussionswith 12 ‘outstanding’ leaders ineducational settings. Data was collatedduring 2008. FindingsThree quarters of heads rated EI as‘very important’In the survey, 73 per cent ofheadteachers rated EI as ‘veryimportant’ – markedly higher than forsenior managers [61 per cent]. Menwere slightly more likely to view EI inthese terms, with 76 per cent stating itwas ‘very important’ compared with 71 per cent of their female colleagues. Aspects of EI which were viewed asparticularly important centred on beingable to:– rise above personal differences– bounce back from difficultsituations/experiences– deal with other people’s angereffectively and– spot unrest/anxiety/anger swiftlyand respond appropriatelyIn contrast, sharing thoughts andfeelings with others, and helpingpeople to work through their emotionswere seen as very important by one infive respondents. Comments from intervieweessupported and echoed these themes.For instance, one headteacher describedhow “mutual trust between leaders andstaff is vital in schools,” while anotherstressed that simply “understandinghow people work” is a key factor ineffective leadership. A third seniormanager described positiverelationships as “the bedrock ofsuccessful schools.”Relationships were consistentlyhighlighted as both the most and leastenjoyable part of the leadership role.Critically it was relationships with adults– parents, governors and staff – whichwere the greatest source of anxiety.Nurturing other adults through ‘on-the-job’ development was described as themost satisfying area of relationships,which in turn was seen to demandstrong personal abilities in offeringguidance, empathising, encouragingand displaying inter-personal sensitivity. When respondents were asked tospontaneously list qualities of effectiveleaders, more EI related qualitiesemerged than any other category. Thismay suggest that elements associatedwith EI are more commonly viewed asinnate personal qualities than elementsassociated with expectations andcommunication.High expectations and effectivecommunications are also importantThis survey found that communicationsand expectations were also viewed asvery important by a considerable, butslightly lower, proportion of heads andsenior leaders.70 per cent of headteachers viewedhigh expectations as very important, asdid 69 per cent of senior managers.Ensuring a clear focus on theorganisation’s goals, identifying andchallenging under-performance andensuring high standards across thewhole organisation were major themeswithin this, while sharing the visionwith others was also critical. Oneinterviewee summarised much of thisby noting that “demonstrating integrity,conviction and respect, whilstcommunicating and engaging withothers are essential ingredients forstrong leadership.” Thus simply gettingon and empathising with others isinsufficient to achieve genuineimprovements in performance andoutcomes needed. Instead as onesenior manager noted, “ensuringmutual and meaningful trust betweenleader and followers was vital.”There is arguably a strong connectionbetween expectations and retaining apositive outlook, which wasspontaneously highlighted as the singlemost important character trait foreffective leaders. While the proportions were lower, amajority of headteachers and seniormanagers also found effectivecommunications to be very important[57 per cent and 51 per centrespectively]. Clarity of writtencommunication was seen as especiallyimportant by headteachers, along withputting people at ease in interpersonalinteractions. Senior managers placedmore emphasis on always ensuringclarity in verbal/oral communicationand being able to motivate and inspireothers through communication. Oneheadteacher summarised these issuesby describing ‘interpersonal skills’ and‘an ability to relate to and communicatewith a variety of audiences’ as “veryimportant.” When asked to spontaneously list skillsfor effective leadership, morecommunication related skills emergedthan those relating to eitherexpectations or EI. This would suggestthat senior leaders may viewcommunication as an area which maybe positively enhanced throughprofessional development, rather thandependent upon one’s underlyingpersonal traits and nature.Conclusions,recommendations andimplicationsEvidence from this study indicates thatthese senior leaders and headteachersviewed EI as the most importantqualities for effective school leadership.However, there is also clear evidencethat EI offered no guarantee of successon its own, but rather was highlyinterdependent on high expectationsand effective communication.Responses from participants indicatethat differences may exist as to thebasis of these three elements. Morespecifically, communication may appearto be more commonly viewed as aleadership skill, with the inference thatthis may be positively developedthrough professional developmentactivity. In contrast EI was morecommonly viewed a personal quality,with high expectations seen as acharacter trait. The extent to which suchqualities and traits may be enhanced bytraining and development or rather aremore intrinsic and resistant to externalinfluence remains unclear and maybenefit from further exploration. Notwithstanding this, discussions duringinterviews highlighted markedvariations in leaders’ perceptions of EIand how it should be applied in the roleof leadership. It may therefore beappropriate for the professionaldevelopment of school leaders to givegreater attention to raisingunderstanding of this, therebyencouraging leaders to reflect on itssignificance and their own perspectiveon it. In doing so, it may help topromote greater consciousness amongindividuals of their actual levels ofcompetency in this field and improvedunderstanding of the potential benefitsand limitations of EI. ReferencesHMCI, 2008, The Annual Report of HerMajesty’s Chief Inspector of Education,Children’s Services and Skills 2007/08,London, The Stationery Office.NCSL, 2006, Leading Beyond TheSchool-Evaluating The Impact of PrimaryStrategy Consultant Leaders,Nottingham, NCSLStein, S & Brook, H, 2006, The EQ Edge –Emotional Intelligence and Your Success,Toronto, Stoddart PublishingTo download this publication and to read otherResearch Associate reports please visitwww.nationalcollege.org.ukWe welcome enquiries about the ResearchAssociate programme. For further information about:– current projects– previously published full research and summary reports– becoming a research associatePlease visit the website:www.nationalcollege.org.uk/researchassociateprogrammeIn publishing Research Associate reports, the National College is offering a voice to practitioner leaders to communicate withtheir colleagues. Individual reports reflect personal views based on evidence-based research and as such are not statementsof National College policy.The National College for Leadership of Schools and Children’s Services iscommitted to excellence anddedicated to inclusiveness. We existto develop and inspire great leadersof schools, early years settings andchildren’s services. We share thesame ambition – to make a positivedifference to the lives of children andyoung people.Membership of the National Collegegives access to unrivalleddevelopment and networkingopportunities, professional supportand leadership resources.©2009 National College for Leadership ofSchools and Children’s Services – All rightsreserved. No part of this document may bereproduced without prior permission from theNational College. To reuse this material, pleasecontact the Marketing and CommunicationsTeam at the National College or emailpublications@nationalcollege.org.ukTriumph Road Nottingham NG8 1DH T 0845 609 0009 F 0115 872 2001 E enquiries@nationalcollege.org.ukwww.nationalcollege.org.ukWe care about the environmentWe seek ways to minimise our negativeenvironmental impact. We use sustainableresources wherever possible, which is why thispublication is printed on environmentallyfriendly paper. To find out more visit:www.nationalcollege.org.uk/aboutus PB526

The importance of emotional intelligence to effective school leadership: summary report

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