Transcript No Slide Title

Social/Emotional Competencies for
School Leadership
James D. A. Parker, Ph.D.
Canada Research Chair in Emotion & Health,
Trent University
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Overview
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
introduction
background & overview of EI models
EI and success in various learning
environments
EI and leadership
EI resources for the OPC project
2
Acknowledgements
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Multi-Health Systems (Toronto, Ontario)
The Trinity Group (Huntsville, Alabama)
Social Sciences and Humanities Research
Council of Canada
Canada Research Chair Program
Canada Foundation for Innovation
Ontario Principals’ Council
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Predicting success in life: What do we
know about IQ?
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predicts secondary school grades very
modestly
does not predict success in postsecondary environments
predicts “job success” poorly
peaks in late teens, early 20’s
culture-bound
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Emotional and Social Competency:
Historical Overview
Thorndike (1920):

“multiple
intelligence”
“social
intelligence”
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Wechsler (1940):
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Sifneos (1973):
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“alexithymia”
Sternberg (1985):
“practical
intelligence”
“non-intellective
abilities”
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Gardner (1983):
Salovey & Mayer
(1989): “emotional
intelligence”
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EI (continued)
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•
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EI is a set of non-cognitive
competencies and skills (i.e., not
related to IQ)
emotional intelligence develops over
time
changes throughout life
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EI across the life-span
60
50
40
30
20
10
0
20
30
40
50
Decade of life
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70
80
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When does EI change?
(the importance of transitions)
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from elementary school to high school
high school to the workplace
high school to university
from single to being married
transition to parenthood
losing a job (changing jobs)
from marriage to divorce
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EI (continued)
•
•
can be improved through training and
intervention programs
can be used to predict a number of
“success in life” variables
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Salovey & Mayer Model of EI
Emotional
Perception
Emotional
Understanding
Emotional
Facilitation
Emotion
Management
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Bar-On Model of EI
Interpersonal
Abilities
Intrapersonal
Abilities
Stress
Management
Abilities
Adaptability
Abilities
General Mood
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Parker, Wood & Bond Model of EI
Emotional
Understanding
Attentiveness
(non-obliviousness)
Psychological
Mindedness
Emotional
Self-Control
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EI and success in various learning
environments
13
Predicting Post-Secondary Success
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trends in the research literature
or what have we learned after 100+
years of research?
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Trends in the Research Literature
(continued)
How has success been defined?
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academic achievement (e.g., GPA)
retention
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Trends in the Research Literature
(continued)
Favorite predictors?
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previous school performance (i.e.,
high school marks)
cognitive ability (IQ)
economic/demographic variables
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How good are common variables for
predicting success or retention?
High School GPA
IQ
Econ./Demographic
Unknown
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Impact of Emotional Intelligence?
•
growing interest
in a possible
link between
academic
success and EI
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Why students withdraw?
•
possible role of EI comes from
research on why students drop-out
or withdraw from post-secondary
programs
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Reasons students withdraw
Change of programs
Personal problems
Economic/health
problems
Other
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Most common “personal problems”
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problems making new relationships
problems modifying existing
relationships (e.g., living apart)
difficulties learning new study
habits
problems learning to be
independent
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Trent Academic Success &
Wellness Project (TASWP)
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phase 1 started in Sept. (1999) at
Trent University
initial goal was to develop an
assessment protocol to identify 1styear students at risk for “failure”
focus was on full-time students coming
to Trent within 24 months of
graduation from high-school
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TASWP (Trent participants)
Sept. 1999
N = 550
Sept. 2000
N = 880
Sept. 2001
N = 980
Sept. 2002
N = 1150
Sept. 2003
N = 1100
Sept. 2004
N = 1050
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TASWP (predicting academic
success; Parker et al., 2004)
•
2 groups of particular interest:
‾ "successful" students (1styear GPA of 80% or better)
‾ "unsuccessful" students
(1st-year GPA of 59% or
less)
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Two groups not significantly
different on:
•
•
•
high school GPA
age
course load at start of year
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5
4.5
*
4
*
*
80% or better
59% or less
3.5
3
2.5
2
* p < .05
Inter
Intra
Adapt
StressM
Mean EQ-i scores for 1st year students
(GPA 80% or better vs. 59% or less)
26
Predicting “successful” students using
EI
Correct Prediction
Incorrect Prediction
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Predicting “unsuccessful” students
using EI
Correct Prediction
Incorrect Prediction
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TASWP (predicting retention;
Parker et al., 2005)
•
2 groups of interest:
‾ students who withdrew at some
point before the start of 2nd year
‾ 2nd-year students at Trent
(randomly matched with the 1st
group on age, gender, and year
starting at Trent)
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Predicting students who persist using
EI
Correct Prediction
Incorrect Prediction
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Predicting students who withdraw using
EI
Correct Prediction
Incorrect Prediction
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Is there something unusual about
Trent University?
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2002: US Pilot Project (N = 1,426;
Parker, Duffy et al., 2005)
‾ UNC Charlotte, U. Charleston,
Georgia Southern U., U. Southern
Mississippi, West Virginia U.,
Fairmont State College
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Predicting “successful” students using
EI
Correct Prediction
Incorrect Prediction
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Trent Academic Success &
Wellness Project (High School
Performance; Parker, Creque et
al., 2004)
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May 2002: students (grade 9 to 12) attending
a high school in Huntsville, Alabama (n = 742)
completed the EQ-i:YV during a home-room
period
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2 groups identified:
• 138 students scoring at the 80th
percentile or better (for their
grade) on end of year GPA
• 131 students scoring at the 20th
percentile or less (for their grade)
on end of year GPA
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4.5
4
3.5
*
*
*
80th or better
20th or less
3
2.5
2
1.5
Inter
Intra
Adapt
StressM
* p < .05
Mean EQ-i:YV scores for high school students
(80th percentile or better vs. 20th or less)
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EI and Intervention
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EI and Intervention: Youth Challenge
Academy Study (Parker, Duffy et al.,
2005)
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•
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residential training and mentoring
program for at-risk youth (15 to 18
yrs)
improve life skills
improve educational level
improve employment potential
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Outcome Study
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1283 young adults (15 to 18 yrs)
attending the program in 6 locations in
the U.S. (83% male)
participants completed EQ-i:YV at the
start of program
subgroup (n =432) completed EQ-i:YV
at the end of “Challenge” phase.
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EI levels of 1283 individuals starting
program vs. 1283 matched controls
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*
* p < .05
*
*
30
Mean
Score
*
25
20
Inter
Intra
Adapt
StressM
Academy
Controls
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EI levels: completed program (n = 1053)
vs. dropped out (n = 230)
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*
Completed
Dropped Out
* p < .05
*
30
*
Mean
Score
25
20
Inter
Intra
Adapt
StressM
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EI levels: beginning vs. end of
program (n = 432)
35
*
*
30
*
Mean
Score
* p < .05
25
20
Inter
Intra
Adapt
StressM
Time 1
Time 2
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EI and a post-secondary education
(Parker et al., 2005)
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from the TASWP a random subset of
students (N = 238) completed the EI
measure a second time
testing situation was approx. 32
months after the 1st testing session
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Change in EI (cross-sectional vs.
longitudinal samples)
*
30
*
*
25
%
Change
*
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Cross-sectional
Longitudinal
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10
5
0
Inter
Intra
Adapt
Stress
Total
* p < .05
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EI and Leadership

emerging literature from various
employment sectors
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Trent leadership project
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How to be an great failure trying to
implement and manage change in an
organization?
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One
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Ignore the need to make the case
for change in the organization: use
the “just do it!” approach to
leadership as much as possible.
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Two
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Ignore the need to create deep or
substantive structural changes:
provide plenty of opportunities for
members of your organization to
pay “lip-service” to change.
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Three
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Engage as few people in the
organization as possible in the
process: stop at the top of the
organization…or work your way
from the bottom downward.
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Four
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Follow up on as few details in the
process as possible: delegate and
move on.
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Five
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Limit the opportunities of members
of your organization to improvise:
Maintain a rigid structure to all
stages of the new initiative.
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OPC Leadership Study

Basic goal of the study was to explore
the relationship between emotional
intelligence and school leadership in a
large (very generalizable) sample of
school administrators.
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OPC Leadership Study (continued)

Specifically, this project sought to
identify key emotional and social
competencies required by school
administrators (principals and viceprincipals) to successfully meet the
demands and responsibilities of their
positions.
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Participants

464 principals or vice-principals (187
men and 277 women) from nine
Ontario school boards
•
Algoma DSB, Grand Erie DSB,
Hamilton-Wentworth DSB, OttawaCarlton DSB, Rainbow DSB, Rainy River
DSB, Thames Valley DSB, Toronto DSB,
and Waterloo Region DSB
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Participants (continued)
226 elementary school principals,
 84 elementary school vice-principals,
 43 secondary school principals and
 57 secondary school vice-principals
(54 did not indicate their current
position)

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Participants (continued)
mean age: 47.3 years
 mean length of time in the education
field:
22.4 years
 mean length of time as principal:
5.4 years
 mean length of time as vice-principal:
3.0 years

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Measures

Emotional Quotient Inventory (EQ-i; Bar-On,
1997)
• 125-item self-report instrument
designed to measure the core features
of emotional intelligence
• Intrapersonal
• Interpersonal
• Adaptability
• Stress Management
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Measures (continued)

Leadership Questionnaire
21 items related to leadership abilities
(selected from a review of various skills
and abilities used in performance
evaluations of school administrators
from several different boards)
• Separate self-report, supervisor and
staff rater forms
Plus an overall leadership rating (using a
single 10-point scale)
•

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Measures (continued)
An overall leadership rating (using a
single 10-point Likert scale)
 Leadership Questionnaire

•
•
21 items related to leadership abilities
(selected from a review of various skills
and abilities used in performance
evaluations of school administrators
from several different boards)
Separate self-report, supervisor and
staff rater forms
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Measures (continued)

Leadership Questionnaire (continued)
 Two
separate dimensions
 Task-oriented
leadership (relates
to skills like managing resources,
delegating tasks, and planning
for the future)
 Relationship-oriented
leadership
(relates to skills like motivating
others, communicating one on
one, as well as in small groups)
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Procedure


Participants completed the EQ-i online
Participants also completed the selfreport leadership questionnaire (paperand-pencil version) and mailed it back
to the research team
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Procedure (continued)


Participants’ asked their immediate
supervisor (principal for VP; superintendent
for principal) to complete a leadership rating
form (which were mailed back to research
team)
Participants were instructed to ask 3
different staff members to complete a
leadership rating form (which were mailed
back to research team)
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Procedure (continued)

Predicting the “Good” Leader:
• total self-reported leadership score
used to create 2 two groups:
above average leadership ability
(top 20%); below average
leadership ability (bottom 20%).
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Procedure (continued)
• 2 leadership groups (below vs.
above) created using supervisor
ratings
• 2 groups created using staff ratings
• 2 groups created using combined
staff/supervisor ratings
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Results (correlations between
leadership ratings)
Leadership
Dimension
Self vs
superv.
Task-oriented
.16*
.16*
Relationshiporiented
Total
Total (global
rating)
* p < .05
.16*
.13*
Self vs. Superv.
vs. staff
staff
.12*
.21*
.13*
.20*
.12*
.12*
.20*
.26*
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Results (above vs. below average
leadership: self-report ratings)
118
116
114
112
110
108
106
104
102
100
98
96
94
Above Average
(n = 93)
Below Average
(n = 77)
EQ-i Subscales
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*S
eg
elf
ar
-A
wa d
re
A
ne
ss
ss
er
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ro
O
l
pt
im
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H
ap
pi
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ss
Se
lfR
Results (above vs. below average
leadership: combined supervisor/staff
ratings)
114
112
110
108
106
104
102
100
Above Average
(n = 78)
Below Average
(n = 77)
98
96
94
EQ-i Subscales
67
Results (Above average vs. below
average leadership: Overall
prediction using EI)
100
90
80
70
60
Below Average
Above Average
50
40
30
20
10
0
Self
Staff/Sup.
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Conclusions


Several key emotional and social
competencies strongly distinguish above
average leadership from below average
leadership
findings were consistent regardless of
gender, school level (e.g., elementary or
secondary), or position (principal or viceprincipal).
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Conclusions (continued)
Professional development programs
would be wise to focus on developing
the abilities that best identified the
above average leader
 e.g., emotional self-awareness, selfactualization, empathy, interpersonal
relationships, flexibility, problem
solving, and impulse control.

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EI Resources for the OPC Project

personal EI assessment of current
strengths and areas for growth
71
Multidimensional Inventory for
Emotional Intelligence (MIEI)
Emotional Intelligence (EI):
EI-Related Constructs:
 Emotional Understanding
 Optimism
 Psychological
 Social Integration
Mindedness
 Performance Anxiety
 Attentiveness
 Social Anxiety
 Emotional Self-Control


102-item self-report scale
Normative data from
2000+ adults
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Steps To Access the MIEI
1.
Go to the Emotion and Health Research Laboratory
(EHRL) website at Trent University
2.
http://www.trentu.ca/psychology/jparker/surveys.htm
3.
Select the Multidimensional Inventory for Emotional
Intelligence (MIEI). Select English or French
versions (note the French version will not be
available until early September)
73
74
Steps To Access the MIEI (continued)
4.
A pop-up screen will asking for user ID and
password. These are as follows:
ID = OPC2005 and password = Parker
5.
Enter these and select OK.
6.
The Multidimensional Inventory for
Emotional Intelligence will appear on your
screen.
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76
Steps To Access the MIEI (continued)
7.
After you complete the survey select
“Submit” (you will be notified if you have
left an item blank).
8.
A feedback report will be emailed to you
using information you provide on the
survey.
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How to be an emotional unintelligent
mentor for leadership development?
1.
2.
Teach competencies such as leadership,
strategic thinking, visioning, and
adaptability using only classroom
instruction formats.
Provide as few opportunities as possible to
practise and transfer leadership
experiences and knowledge
79
3.
4.
Focus on leadership issues and
situations with little connection to
being a school administrator.
Maintain a rigid structure of mandatory
readings and curriculum materials
(remove all opportunities for learning
to learn).
80
5.
6.
Provide as little time as possible for
reflective dialogue among participants.
Maintain a cynical attitude at all times.
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Contact Information
James D. A. Parker,
Dept. of Psychology,
Trent University,
Peterborough, ON
K9J 7B8
Tel: 705-748-1011 x7935
Fax: 705-748-1580
[email protected]
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