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Abstract
This study uses an explanatory model of the dimensions of leadership and emotional intelligence according to the methods used in particular teaching environments (universities and other educational institutions). The effect of different kinds of leadership on emotional intelligence dimensions is also established using an explanatory model. A total of 954 teachers participated in this cross-sectional study, teaching in 137 different schools/universities. The instruments used for the data collection were the Multifactor Leadership Questionnaire (MLQ-5) and the Trait Meta Mood Scale (TMMS-24). Data analysis was performed with the software IBM AMOS 23.0. (International Business Machines Corporation, Armonk, NY, USA) using multi-group analysis and structural equations. Results showed that the structural equation model had a good fit. Transformational leadership depends mainly on intellectual stimulation in university teachers, whereas intrinsic motivation is more relevant at the lower educational levels. In relation to transactional leadership, contingency reward has a greater regression weight in non-university education, whereas passive leadership is governed more by passive exception in university teachers. There was a positive and direct relationship between levels of emotional intelligence and transformational leadership in non-university teachers, which reveals the need for effective understanding and management of both one’s own and students’ emotions in order to act effectively as a leader. Transactional leadership was negatively related to some emotional intelligence dimensions, given the relevance of obtaining power in this dimension.
Highlights
Teachers’ personal traits as well as their professional skills are significant in relation to bringing about behavioral changes in students [1]
The greater proportion of non-university teachers is significant, most such participants having worked as a teacher for less than 20 years
This study, conducted on a sample of 954 teachers working at different educational levels, focused on two aspects: on the one hand leadership, which has been a topic of discussion since time immemorial, its particular interest to thinkers and scientists being that it is the central axis of administration and organizational behavior; and on the other hand emotional intelligence, which is an essential element in positive psychology
Summary
Teachers’ personal traits as well as their professional skills are significant in relation to bringing about behavioral changes in students [1]. In light of the scientific literature on this topic, above all focusing on emotional understanding and control skills, these factors are considered predictors of a better management of everyday life and are related to higher levels of well-being and psychological adjustment [4,5,6,7]. Other studies, such as those by Mearns and Cain [8], revealed that teachers with high expectations of being able to manage their. Public Health 2020, 17, 293; doi:10.3390/ijerph17010293 www.mdpi.com/journal/ijerph
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