Use of Conceptual Models of Emotional Intelligence to Develop the Work-Integrated Learning Competencies of School Principals

By Prakash Singh and Chris Dali.

Published by The Organization Collection

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Article: Electronic	$US5.00

The objective of this paper is to analyse relevant theories of emotional intelligence (EI) that indicate whether the EI of school principals can contribute to their work-integrated learning competences (WILCs) in order to help them cope with educational demands and pressures. Recent studies indicate that principals with high EI can better perceive emotions, use them in thought, understand their meanings, and manage emotions better than others who lack this trait. School principals who are able to demonstrate such WILCs tend to be more open and agreeable in a collegial environment. Such principals are less apt to engage in problem behaviours and avoid self-destructive behaviours. Currently there are three major conceptual models of the EI construct upon which the WILCs of principals could be developed: the Salovey-Mayer model which defines EI as the ability to perceive, understand, manage and use emotions to facilitate thinking; the Goleman model which views EI as a wide array of competencies and skills that drive managerial performance; and the Bar-On model which describes a cross-section of interrelated emotional and social competencies, skills and facilitators that influence intelligent behaviour. These models, as discussed in this paper, suggest that EI plays a significant role in developing the WILCs of school principals.

Keywords:	Emotional Intelligence, Work-Integrated Learning Competences, School Principals

International Journal of Knowledge, Culture and Change Management, Volume 9, Issue 5, pp.47-64. Article: Print (Spiral Bound). Article: Electronic (PDF File; 1.286MB).

Prof. Prakash Singh

Professor of Education, Centre for Research, Technology & Innovation, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa

Prakash Singh is a professor of advanced studies in education. He is in the Research, Technology and Innovation Unit of the Faculty of Education at the Nelson Mandela Metropolitan University, Port Elizabeth, South Africa. His field of specialization is educational leadership, fear management and curriculum development. He has published widely in accredited journals and presented numerous papers at national and international conferences. He is also a member of several national and international organisations and currently serves as an executive committee member of the Standard Generating Body of the South African Qualifications Authority in South Africa. He is the recipient of a Senior Fulbright Researcher’s grant. His current research focus is on the emotional intelligence of educational leaders and the management of fear in the educational milieu.

Chris Dali

Lecturer, Faculty of Education, Nelson Mandela Metropolitan University, Port Elizabeth, Eastern Cape, South Africa

Chris Dali is a lecturer at the Nelson Mandela Metropolitan University. He has a B.Ed (Honours) degree from the University of Cape Town; BA (Honours) from the University of the Western Cape; and MEd from Manchester University, England. His field of interest is educational leadership and social transformation and he is currently finalising his doctoral studies which focuses on the work-integrated leadership competencies of school principals. He has published articles and has presented papers at conferences. His professional link with international institutions includes visits to Community Colleges in Washington DC, California, Texas, Atlanta, Florida, Chicago, Wisconsin-Madison and New York. He has also spent a fortnight visiting social science research institutes in Washington DC and New York.

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