Emotional Competence Inventory Research Articles

Integration of socioemotional competencies in medical training: a case study on the assessment of an educational intervention in a disciplinary course

Background Medical education faces the challenge of integrating socioemotional competencies into its curriculum to train more complete and humane health professionals. This study evaluates the impact of an educational intervention aimed at medical students at the National Autonomous University of Mexico, focusing on the development of these competencies through the hidden curriculum of a physiology course. Methods The intervention adopted an integrated curricular design that included collaborative projects, guided debates, reflective journals, and role exchanges. A total of 31 undergraduate students participated, assessed before and after the intervention with the Adult Emotional Competence Inventory (AECI) and standardized disciplinary knowledge tests. The analysis focused on five areas: emotional awareness, emotional regulation, emotional autonomy, social competence, and life and well-being competencies. Results Significant improvements were observed in emotional awareness, emotional regulation, and emotional autonomy after the intervention, with no notable changes in social competence and life and well-being skills. Standardized test scores showed an increase, but there was no significant correlation with the development of emotional competencies. Conclusions The intervention was effective in enhancing certain socioemotional competencies in medical students, although it was not directly reflected in academic performance. It highlights the need for specific strategies to address all emotional competencies and suggests the importance of future research to better understand these dynamics within the educational field. Emotional education emerges as an essential component in medical training, fostering more resilient and empathetic professionals.

Are African academic women more emotionally intelligent than men? Exploring emotional intelligence, gender, and leadership in higher education

In recent years, organizational and management research has been reporting the presence of a systematic link between emotional intelligence (EI) and leadership effectiveness. Notwithstanding the practical significance, however, scholarly attention is far from adequate especially in the context of African higher education. Thus, taking Ethiopia as an example, this study investigates (a) gender differences in EI and (b) the relationship between EI and leadership style among leaders in selected higher education institutions. The study was conducted on 210 random samples of academic leaders (135 men and 75 women). Data was generated using an adapted measure Emotional and Social Competence Inventory (ESCI) to assess leaders' emotional intelligence (EI), while the Multifactor Leadership Questionnaire (MLQ-5x) was used to measure leadership styles. The findings show a strong positive relationship between emotional intelligence and transformational leadership, but no relationship was found between EI and transactional leadership. On the other hand, a significant negative correlation was found between laissez-faire leadership and leaders’ total EI scores. Furthermore, the study finds significant gender differences in emotional intelligence, with female leaders scoring higher in overall emotional intelligence and most of the EI components. These findings suggest that EI is the female leadership advantage. We strongly advise university administrators and policymakers to incorporate EI as a criterion for the recruitment, selection, and promotion of academic leaders to close the gender gap in higher education leadership.

Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader

This exploratory study builds upon the need for scientific studies that measure the impact of emotional intelligence training on educational leadership skill development. Using a quasi-experimental methodological approach, the researchers evaluated the effectiveness of a course in emotional intelligence leadership development in a postgraduate leadership program taken during the program's first semester. The course was grounded in the framework of emotional intelligence by Daniel Goleman. It also utilized concepts and skills from the ability model of emotional intelligence. The sample consisted of 45 aspiring leaders in a New York urban university. The evaluation measures included the Leadership Practices Inventory (LPI) and the Emotional Social Competency Inventory (ESCI). The preliminary results conducted by paired sample t-tests showed positive statistically significant differences in all the variables of the ESCI and the LPI. Further analysis, with a quasi-experimental pre-posttest design, evaluated the effect of the cohort and maturation. Results showed positive statistically significant differences in all five leadership practices of the LPI, except in the practice of Challenge. Prospective school leaders' perception of their emotional intelligence competencies, measured by the ESCI, also demonstrated significant positive results in all variables except Self-Awareness.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019) Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564) The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

EXPLORING STOICISM IN LEADERSHIP: A Comparison with Emotional Intelligence in Undergraduate Leadership Students

This study was the first to examine two related constructs within the context of leadership. Stoicism is an ancient philosophy offering practical advice for a virtuous and eudaemonic life. As a method to examine one’s emotional experiences (Sellars, 2006), leaders such as Roman Emperor Marcus Aurelius and Teddy Roosevelt (Aurelius, ca. 160 A.D., 2002) practiced Stoicism, yet mentions of it within the field of leadership research have been scant. Leadership academics contrast desirable emotional intelligence behaviors with Stoicism (Grewal & Salovey, 2005; Mayer et al., 2008). Regardless, these two constructs are both concerned with effectively managing emotions, practicing self-awareness, high levels of motivation, and sensitivity to the expression of emotion in others (Goleman, 2005; Pigliucci, 2017; Salzgeber, 2019). Undergraduate students in a leadership minor (_N_ = 445) at a public university completed the Emotional and Social Competency Inventory - University and the Liverpool Stoicism Scale. Analysis included a description of assessment results, an examination or the relationship between variables and differences in participant’s scores based on race, gender, and age. Stoicism and emotional self-awareness showed a moderate, statistically significant negative correlation (_r_ = - 0.391, _p_ = .05). A low, statistically significant negative relationship was reported between stoicism and the relationship management competency of teamwork (p = .003, r = -.018), and a low statistically significant positive relationship between self-management competencies, adaptability (p = .043, r = .189) and emotional self-control (p = .039, r = .192). Student’s Stoicism scores were significantly correlated with gender (_t_(113) = 2.479; _p_ = .015, _d_ = .564). The research findings provided baseline statistics for continued exploration of Stoicism within the context of leadership. Future research that better aligns with the original doctrines of the philosophy is recommended, particularly in the interest of leadership development.

Do incoming residents vary in measures of emotional status even prior to residency training?

To determine whether Empathy, Emotional Intelligence, and Burnout scores differ by specialty in incoming residents. This is a single-site, prospective, cross-sectional study. Three validated survey instruments, the Jefferson Scale of Physician Empathy, Maslach Burnout Inventory, and Emotional and Social Competency Inventory, were written into a survey platform as a single 125-question Qualtrics survey. Over three academic years, 2015-2017, 229 incoming residents across all specialties were emailed the survey link during orientation. Residents were grouped by incoming specialty with anonymity assured. A total of 229 responses were included, with 121 (52.8%) identifying as female. Statistical analysis was performed using the Analysis of Variance or Kruskal-Wallis test, Chi-Square or Fisher's Exact test, and Independent Samples t-test or Mann Whitney U test. A Bonferroni correction was applied for pairwise comparisons. Family Medicine had a higher median Jefferson Scale of Physician Empathy score (127) compared to Emergency Medicine (115), (U=767.7, p=0.0330). Maslach Burnout Inventory depersonalization and personal accomplishment subcategory scores showed a significant difference between specialties when omnibus tests were performed, but pairwise comparisons with emergency medicine residents showed no differences. Differences were found in the Maslach Burnout Inventory categories of Depersonalization (χ2(8, N=229) =15.93, p=0.0434) and Personal Accomplishment level (χ2(8, N=229) =20.80, p=0.0077) between specialties. Differences in measures of well-being exist across specialties, even prior to the start of residency training. The implication for educators of residency training is that some incoming residents, regardless of specialty, already exhibit troublesome features of burnout, and resources to effectively deal with these residents should be developed and utilized.

Is the leadership performance of public service executive managers related to their emotional intelligence?

Orientation: Growing evidence indicates a positive relationship between emotional intelligence (EI) and leadership performance. However, in non-Western public service contexts, scholarship on the nature of this bivariate relationship trails behind.Research purpose: Using the behavioural EI model, this study examined the relationships between EI competencies and leadership performance of executive managers in the South African public service.Motivation for the study: A significant bivariate relationship using the behavioural EI model implies empirical significance and practical implications for policy and leadership development in the public service.Research approach/design and method: The multi-rater Emotional and Social Competence Inventory (ESCI) measured EI competencies of 35 executive managers rated by 230 respondents. Multi-source nominations from 371 respondents measured leadership performance. Five study hypotheses were tested using Spearman’s rank correlation coefficients and analysis of variance.Main findings: The results indicated significant positive correlations between leadership performance and all four EI clusters of competencies: self-awareness, self-management, social awareness and relationship management. Of the 12 EI competencies, adaptability, inspirational leadership, emotional self-awareness and positive outlook displayed the strongest correlations. Also, a significant negative relationship between the managers’ competency gap and (self-other agreement) their performance was observed.Practical/managerial implications: The results have implications for management and leadership development and recruitment in the public service.Contribution/value-add: Using the behavioural method, this quantitative study validated the positive relationship between EI and leadership performance in the South African public service.

Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students

With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.

Tendency of Thai High School Students’ Emotional Stability before and During the COVID-19 Pandemic and Its Factors

The World Health Organization (WHO) declared the COVID-19 outbreak to be an international public health emergency. Various situations affected global citizens physically and mentally. Focusing on high school students, we began collecting data via online questionnaires between May and July 2020, 145 valid answers in total. Perth Emotional Regulation Competency Inventory (PERCI) was used to assess emotional stability. We then statistically analyzed the data using Spearman’s correlation coefficient between each factor. The data showed that emotional stability was reduced during the coronavirus situation. In addition, Economic status is an important factor affecting the tendency of emotional stability (p<0.01) due to the global economic crisis. The only variable showing slightly negative correlation was health. This was expected because over 60% of the participants had no infected acquaintances. Health concerns therefore played an inconspicuous role in emotional stability. The volatility of emotion could be a source of mental breakdowns and disastrous events in the future if people do not have the proper awareness. Keywords: Emotional stability, COVID-19, High school students, Psychological impact, Mental health, Public health.

Psychometric properties of the Persian version of the Perth Emotional Regulation Competency Inventory

Background: The Perth Emotional Regulation Competency Inventory (PERCI) was designed to assess healthy and unhealthy behavioral responses to maladaptive conditions and stressful life events. The current study aimed to investigate the psychometric properties of the PERCI in a sample of Iranian students. Materials and methods: In order to evaluate the psychometric properties of PERCI, 379 (including 201 males and 178 females) students of Kermanshah University of Medical Sciences (KUMS) were selected using the available sampling method (between June 2018 and Feb 2019). Subjects completed the PERCI, Cognitive Emotion Regulation Questionnaire (CERQ), Difficulties in Emotion Regulation Scale (DERS), Penn State Worry Questionnaire (PSWQ), and the Beck Anxiety Inventory (BAI). Thereafter, Cronbach's alpha coefficient, convergent and divergent validity, as well as confirmatory factor analysis, were performed using Lisrel (version 8.5) and SPSS (version 25) software packages. Results: The participants' mean age was 25.31±7.26 years, and the majority of them (%53) were female. The result of internal consistency of the total score and its subscales using Cronbach's alpha was calculated to be in the range of 0.66-0.94. The results of factor analysis supported the eight-factor structure of the PERCI for positive (controlling experience, inhibiting behavior, activating behavior, and tolerating emotions) and negative (controlling experience, inhibiting behavior, activating behavior, and tolerating emotions) emotion regulation strategies in the sample of Iranian students (RMSEA=0.07, CFI=0.90, NFI=0.89). Furthermore, the results pointed out that the positive factors of the PERCI had a positive and significant relationship with positive cognitive emotion regulation strategies (P<0.05), and it displayed a negative and significant correlation with difficulties in emotion regulation, anxiety, and worry (P<0.05). Conclusion: In general, the results of the present study indicated the appropriate psychometric properties of the Persian version of PERCI. This inventory can be used in treatment interventions and future studies to access adaptive and maladaptive reactions.

Psychometric Properties of the Emotional Competence Inventory - Short Revised Version (ECI-R)

Abstract A previous study presented the Emotional Competence Inventory, which was designed with basis on the emotional intelligence theory. It was very long and had a disproportionate number of items for each factor. Therefore, this study aimed to seek for validity evidence based on its internal structure and carry out an analysis of items of the short version of the instrument supported by the Item Response Theory (IRT). The study included 626 Brazilian participants with a mean age of 24.8 years (SD = 8.2). They were predominantly females (68.5%) who answered to the 34 items in the instrument. A confirmatory factor analysis showed good fit indices, thus confirming the original structure of the instrument. IRT analyses also resulted in good fit indices and revealed the aspects involved in the increased difficulty of the items in each scale. It was concluded that the instrument shows good psychometric properties and can be recommended for research purposes.

The Role of Elementary Teachers’ Emotional Intelligence Competencies in improving Students’ Motivation and Student-Teacher Relationship

Emotional intelligence is an accumulation of many emotional intelligence competencies and these competencies are generally found in people with different variations. Emotionally strong teachers impact teaching learning process in schools positively. The present study was conducted to find out the effects of emotional intelligence (EI) competencies of teachers on student-teacher relationship and student’s motivation at elementary level. Twenty five competencies of teachers were explored under five major domains i.e. emotional self-awareness, motivation, self-regulation, social-skills and social-awareness. Goleman’s Emotional Competence Inventory (Boyatzis & Goleman, 2002) was used as a tool for data collection. Two questionnaires were developed by the researchers after review of related literature for measuring the student’s motivation and student-teacher relationship. For assuring the reliability of instrument, Cronbach alpha reliability coefficient was calculated, which ranged from 0.73 to 0.86. One hundred and sixty elementary school teachers (EST) and senior elementary school educators (SESE) were selected as the sample of the study from two tehsils of Sargodha district. The data of one hundred and fifty one respondents were analyzed through t-test, one way ANOVA and regression analysis. The findings discovered that teacher’s EI competencies had significant effect on students’ motivation and student-teacher relationship in elementary schools. There was no gender difference in emotional competencies of teachers. It was concluded that age had significant effect on teacher’s EI competencies as younger ones scored higher on ECI. It was recommended that training programs may be organized to enhance teachers’ emotional intelligence competencies.

Correlation of religiosity and emotional intelligence among students of Madrasah Aliyah Denpasar

Background: Emotional intelligence is the ability to feel and understand more effectively against emotional sensitivity that includes the ability to motivate oneself or others, self-control, able to understand the feelings of others effectively and able to manage emotions that can be used to guide the mind to make the best decisions. Religiosity is an understanding of religion in a person that is seen through a person's knowledge and beliefs about his religion and is carried out in worship activities. This study aims to determine the correlation between the level of religiosity and emotional intelligence in students of Madrasah Aliyah (MA) in Denpasar. Material and Methods: The participant of this research amounted to 90 students of MA in Denpasar. This study used an observational analytic study with design of cross- sectional study. Measuring the level of religiosity using the scale of Religiosity from Glock & Stark that has been modified in Islam and emotional intelligence is measured using the Emotional Competency Inventory (ECI) scale with a Likert model. Data was analyzed using the SPSS 25.0 program. Results: Level of religiosity 67% with high category and 32,2% with medium category. Emotional intelligence 18,9% with high category and 81,1% with medium category. There is significant mild positive correlation between religiosity and emotional intelligence (r = 0.272; p = 0.010). Conclusion: There is a significant positive mild correlation between the level of religiosity with emotional intelligence.

ТЕОРЕТИЧНИЙ АНАЛІЗ КОНЦЕПТУАЛЬНИХ ПІДХОДІВ ДО ОПЕРАЦІОНАЛІЗАЦІЇ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

The article presents the results of the theoretical and comparative analysis of the scientific psychological and pedagogical literature on the problem of studying the main approaches to the operationalization of emotional intelligence. In particular, a brief description of the main components of the most well-known methods of measuring emotional intelligence is provided: the Mayer-Salovey-Caruso Emotional Intelligence Test developed by J. Mayer, P. Salovey and D. Caruso, the self-report tests “Emotional Quotient Inventory” by R. Bar-On and N. Schutte with colleagues’s Self-Report Emotional Intelligence Test, D. Gowlman’s Emotional Competence Inventory, K. Izard’s Emotional Knowledge Test, R. Cooper’s “EQMap” for interpersonal success model, K. Petrides and E. Furnham’s “Trait Emotional Intelligence Questionnaire” test, N. Hall’s method of assessing emotional intelligence, D. Lusin’s “EmIn” questionnaire, etc. The relevance of the study of the main aspects of methods of measuring emotional intelligence is due to the need to clarify the structure of this phenomenon and include it in the system of personal characteristics, as well as the influence of ambiguity of the role of emotional intelligence in educational activities. Based on the comparative characteristics of the main components of the most famous methods of measuring emotional intelligence, an attempt was made to conceptualize the main approaches to its operationalization. Emphasis, in particular, is made on the comparison of the main criteria by the differentiation of emotional intelligence as a trait and emotional intelligence as ability. The results of the analysis are important for further studies of this phenomenon. As the analysis of scientific and psychological approaches to the problem of operationalization of emotional intelligence has shown, there is a need to personalize tests of emotional intelligence in accordance with students’ requests and their problems, to study the features of intercultural validity of emotional intelligence. A promising area of ​​study of emotional intelligence is also the study of its relationship with metacognitive strategies. In particular, the theoretical-methodological and empirical principles of studying emotional intelligence in the context of metacognitive monitoring of students’ learning activities are relevant.

Baccalaureate occupational therapy students' development of social and emotional competencies

BackgroundAcademic life requiring students to meet academic and professional practice expectations can be stressful. Effective emotional and social competence can assist students in managing feelings, stressful situations and fostering relationships with educators, peers, and clients. Hence this is a helpful professional competence for health students to possess. ObjectiveTo compare the emotional and social competence among the baccalaureate occupational therapy students across four academic year levels. MethodA quantitative cross-sectional design was used. A total of 360 baccalaureate occupational therapy students completed the Emotional and Social Competency Inventory– University Edition. Regression analysis followed by contrast analysis examined the differences among first-, second-, third- and fourth-year levels. ResultsStudents demonstrated “satisfactory” or above social and emotional competencies. For all students, the average Emotional and Social Competency Inventory subscale scores on teamwork, empathy and achievement orientation were the highest three competencies. The lowest average scores were systems thinking, inspirational leadership and coach and monitor skills. Fourth year students' emotional self-control (p = 0.03), positive outlook (p = 0.02), and influence (p = 0.02) were significantly lower than first-year students. No other significant differences were found between year levels on the other subscales. ConclusionOverall, students demonstrated good social and emotional competencies, with strengths in teamwork, empathy and achievement orientation competencies, which are fundamental in health service practice. However, fourth-year students demonstrated lower scores in emotional self-control, positive outlook, and influence competencies compared to their first-year peers. This indicates that fourth-year students have developed better self-awareness, can be more reflective and have a better perception of reality. It is recommended that targeted learning opportunities to develop students' emotional and social competencies to nurture final-year students' abilities and confidence be incorporated into the curriculum. Academic and practice education staff working with final year occupational therapy students need to consider the associated stress during this time when providing learning opportunities.

Development and Psychometric Properties of a Computer-Based Standardized Emotional Competence Inventory (MeKKi) for Preschoolers and School-Aged Children

A computer-based emotional competence inventory for preschoolers and school-aged children (MeKKi) was developed to assess five components of emotional competence: emotion vocabulary, emotion identification (situational, visual, auditory), emotion understanding, emotion expression, and emotion regulation. Validity, reliability, and factor structure were examined in a community sample of 313 preschoolers and school-aged children (164 boys, 145 girls, 4 n.a.) age 4–11 years (M = 6.35 years, SD = 1.85). Item statistics and Cronbach’s α were calculated for the subscales. The unidimensionality of the subscales was additionally tested via item response theory or confirmatory factor analysis. Internal consistency (α) was overall satisfactory at 0.82, though the consistencies of the Visual and Auditory Emotion Identification subscales were lower. Unidimensionality was demonstrated for all subscales except Emotion Understanding. Results provide support for the use of the MeKKi in research and clinical settings to assess emotional competence.

Emotional Intelligence and Values in Digital World through Emoticons among Indian Students and Faculty

This study aims to striking differences between emotions in the real world, and emoticons of the digital world are the key focus areas as emotions play a crucial role in communication. It is undeniable that the emoticons of the digital world have changed altogether the way language is being perceived. This study also insists that while teaching time management and soft skills to students, it is vital to teaching digital communication (expressions via online). Therefore, it may need to be stressed in the curriculum. Conversation analysis or 'talk-in-interaction, a communication strategy, insists that everyday conversations have significance on the initiator—the method using the Emotional and Social Competency Inventory (ESCI) to get the analysis done. The results confirm a significant relationship between emotional intelligence (particularly on the clusters of self-management, social awareness, and relationship management) and communication skills.

The Relationship Between Children’s Social-Emotional Competence, Spiritual Health, and Maternal Meta- Emotion Structure Attachment Style

Background and Objectives: Understanding the influences of parents on children in the process of psychosocial and personality development of children and adolescents has been the focus of psychologists and sociologists. This study aimed to predict the emotional and social competence of the child based on spiritual health and maternal emotional structure according to the mediating role of children’s attachment style. Methods: The statistical population of this correlational descriptive was female primary school students and their mothers in Tehran City, Iran. Of them, 250 individuals were selected by purposive and voluntary sampling method using Klein’s method. The research instruments included Zhu and Ji’s (2012) Emotional and Social Competency Inventory, Polutzin and Ellison’s Spiritual Well-Being Scale (SWBS), and Kern’s Attachment Style Classification QuestionnaireAttachment style. The collected data were analyzed using AMOS. Results: The obtained results suggested that the structure of maternal metacognition was directly related to children’s attachment style (-0.33); maternal spiritual health and children’s attachment style (0.37); the structure of maternal metacognition and the emotional-social competence of the child (-0.26); mothers’ spiritual health and child’s emotional and social competence (0.18), and the child’s attachment style and the child’s emotional and social competence (0.49). The structure of maternal emotional well-being and the emotional-social competence of the child (-0.16) as well as the spiritual health of the mother and the emotional-social competence of the child (0.18) were indirectly related. Conclusion: Considering the importance of the child’s emotional and social competence, the emphasis on the influential factors of the present study can be promoted in developing this skill among children. Maternal spiritual health and emotional structure were related to the child’s emotional and social competence through the attachment style of the child; the strongest relationship concerned the relationship between attachment style and emotional and social competence

Povezanost socijalnih kompetencija menadžera i ishoda liderstva

In today's turbulent business environment, acquiring and developing leadership skills is one of the key challenges for managers, and emotional and social competencies are predominant among such skills. Possession of this specific set of competencies is a key factor necessary for building a positive psychological climate in an organization. The subject of the paper is the analysis of social competencies of manager, particularly social awareness (empathy and organizational awareness) and relationship management (conflict management, coach and mentor, influence, inspirational leadership and teamwork), as well as the analysis of leadership outcomes manifested through perceived leadership effectiveness by the employees, employee satisfaction with immediate superiors and encouraging employees by managers to put an extra effort into doing their job. The aim of this paper is to determine the relationship between social competencies of manager and the outcomes of leadership. The research was conducted on a sample of 30 employees in 8 organizations with more than 50 employees. Standardized ESCI (Emotional and Social Competency Inventory) and MLQ (Multifactor Leadership Questionnaire) questionnaires were used for the purpose of the research. Data analysis was performed using Spearman rank correlation and standard multiple regression. SPSS 25.0 software was used for data processing. A limitation of the study is the sample size.

Influence of Principals’ Emotional Intelligence on the Organizational Commitment of Teachers in Secondary School in County Governments in Kenya

Organizational commitment (OC) has been associated with positive organizational behavior such as decreased employee turnover rate and absenteeism. Research indicate that leader’s emotional intelligence (EI) may influence the OC of employees as they feel good about working with emotionally intelligent leaders since they are more likely to react to problems in a more controlled manner and may be more accommodative to different views of the subordinates. The purpose of this study was to investigate the influence principals’ EI on the OC of secondary school teachers in county governments in Kenya. This study hypothesized that principal’s EI would have no significant relationship with the OC of teachers. The study employed survey research design to establish the relationship between EI and OC. The study population was all the 560 principals in secondary schools in Nairobi, Machakos, Kajiado, and Kiambu counties in Kenya from which a sample of 120 principals was drawn using simple random sampling. 480 teachers that is 4 from schools in which a principal participated in the study were sampled to rate their principals EI and their OC. The method of data collection was through the use of questionnaires which were distributed randomly to respondents. EI questionnaire was constructed through moderation of the Emotional Competence Inventory (ECI) whereas teachers’ OC scale was constructed through moderation of TCM Employee Commitment Survey. The data was analysed through descriptive, correlation and regression analysis, using statistical package for social sciences (SPSS) version 16. This study established that principals’ EI through the dimensions of self-awareness, self-management, social awareness and relationship management had a statistically significant relationship with teachers’ OC. Compared to other EI competencies relationship management was the strongest predictor of teachers’ OC. Self-management also had a strong correlation with teachers’ OC. The study recommends that teachers’ employer needs to put more emphasis on training of EI among principals in secondary schools in Kenya. The study suggests further research on the effect of principals’ EI on their OC.