Development of an Instrument to Evaluate Emotional Intelligence and Leadership Style of Headmasters across Primary Schools in Malaysia

Noor Fazilah Ahmad Jamli,Syed Sofian Syed Salim

doi:10.6007/ijarbss/v9-i7/6197

Noor Fazilah Ahmad Jamli, Syed Sofian Syed Salim

Open Access

https://doi.org/10.6007/ijarbss/v9-i7/6197

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Abstract

The aim of this study is developed and validated a questionnaire to measure emotional intelligence and leadership style amongst primary school headmasters across Malaysia. The instrument was designed by adopting several standard procedures, including item development, validation of theoretical construct of Emotional Intelligence and Leadership Style, pilot test, and validation of the developed instrument. The questionnaires were tested among 50 school headmasters within four week timeframe. The pilot study was conducted to validate all the items embedded in the questionnaire. The response rate for the pilot study was 78%. After the pilot study, minor revision and corrections were made to items concerning Emotional Intelligence, while major revision for Leadership Style. The questionnaire consisted of three primary parts: Demographic and School Information, Emotional Intelligence, and Leadership Style. The Cronbach’s Alpha values for Emotional Intelligence and Leadership Style are (0.868) and (0.726), respectively.

Highlights

In leadership studies across Western nations, successful leaders in management and leadership aspects are associated with emotional intelligence (Stokely, 2008)
Leaders with high emotional intelligence are able to adapt themselves to workplace environments that enable them to manage any conflict (Hopkins & Yonker, 2015)
The selfdeveloped Emotional Intelligence and Self-Assisted Questionnaire had been employed in this study to identify the level of emotional intelligence and transformative leadership style amongst headmasters of schools selected as the study sample

Summary

Introduction

In leadership studies across Western nations, successful leaders in management and leadership aspects are associated with emotional intelligence (Stokely, 2008). Leaders with high emotional intelligence are able to adapt themselves to workplace environments that enable them to manage any conflict (Hopkins & Yonker, 2015). From the stance of leadership within schools, Williams (2008b) highlighted that the distinguishing factor amidst distinguished school leaders, when compared to ordinary school leaders, is a combination of emotional intelligence and social intelligence, which in turn, can indirectly influence students’ achievement (Muijs, 2011).

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