The influence of the relationship between emotional intelligence and leadership on the job satisfaction of educators in Free State schools

[摘要] English: Since the publication of Goleman's book 'Emotional Intelligence' in 1995, the interest and research into EI has experienced a phenomenal growth, particularly in the commercial sector. Research by Goleman, Boyatzis and McKee, Bar-On, Cooper and Sawaf, as well as many other researchers, indicates that EI is fundamental to successful leadership as it enhances intra- and interpersonal competencies that influence job satisfaction. This implies that EI may play a major role in retaining educators since research by the HSRC found a high level of dissatisfaction and an intention to leave the profession amongst educators in South Africa.The EI domain of self-awareness allows leaders to accept themselves, thereby affording them the self-confidence to accept others for who they are. Self-awareness enables leaders to create a realistic and inspiring vision by enlisting the cooperation of others through the assertive and convincing communication of a positive vision when they believe in themselves and without being egotistic. EI furthermore allows leaders to become aware of the emotions and needs of others, which is very important to job satisfaction as positive attitudes are created through the fulfilment of these needs. This EI domain of social awareness is thus crucial to becoming considerate of others' preferences, their needs of affiliation, their achievement and recognition and their abilities and expectations. These may then be utilised in successful shared decision making and delegation so as to allow personal and professional growth, which may enhance the self-actualisation of educators.EI additionally affords leaders the ability to understand emotions, as well as to manage their own and others' emotions. These EI domains allow leaders to create and sustain positive attitudes, motivate, encourage, empathetically support and trust educators to act autonomously and responsibly to achieve the success and growth required to enhance their self-esteem. Furthermore, EI assists leaders to accept diversity, be flexible and adaptable, to involve and consult educators in participative leadership and empower educators through delegation that inspires them to actualise their full potential by experiencing achievement, comfort, safety, autonomy and status. Moreover, it enables leaders to handle conflict, frustration and stress in ways that allow them to stand out as models to emulate.The complexity of leadership, particularly in education where the vested authority is at odds with education leaders, who should be educator-centred, and the Department of Education as a bureaucratic managerialistic system, complicates the study and the achievement of job satisfaction in the South African educational milieu.The quantitative and qualitative data analysis revealed that although education leaders exhibit deficiencies, the majority of leaders are proficient in EI and leadership practices that allow educators to experience job satisfaction. The largest sources of dissatisfaction were identified to be a lack of educator compensation in relation to work done; little chance for advancement; being responsible for too many extra-curricula activities; and an overload of bureaucratic red-tape caused by departmental policies and practices mainly stemming from the Department of Education. Other sources of dissatisfaction which are the responsibility of education leaders were identified. These included ability utilisation and recognition which affected, in particular, the older, more experienced and better qualified educators.Recommendations regarding areas that should be addressed were made. These recommendations include the scientific evaluation of education leaders to determine their EI and leadership abilities so as to appoint the most suitable leaders to enhance effective education and educator job satisfaction. Existing leaders should also be evaluated to address specific incapacitating deficiencies as EI may be learned through selective training, which includes active learning and the application of newly learned competencies.Emotionally intelligent education leaders seem to possess the leadership qualities that enable them to enhance the lives of educators through their caring servant leadership, making possible personal growth towards an improvement in job satisfaction. This satisfaction is fundamental to successful education since only contented and passionate educators will produce positive results and achieve excellence in their respective schools.

[发布机构] University of the Free State