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Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model

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  • Félix Zurita-Ortega

    (Department of Didactics of Musical, Plastic and Corporal Expression, University of Granada, 18071 Granada, Spain)

  • Eva María Olmedo-Moreno

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

  • Ramón Chacón-Cuberos

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

  • Jorge Expósito López

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

  • Asunción Martínez-Martínez

    (Department of Research Methods and Diagnosis in Education, University of Granada, 18071 Granada, Spain)

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.

Suggested Citation

  • Félix Zurita-Ortega & Eva María Olmedo-Moreno & Ramón Chacón-Cuberos & Jorge Expósito López & Asunción Martínez-Martínez, 2019. "Relationship between Leadership and Emotional Intelligence in Teachers in Universities and Other Educational Centres: A Structural Equation Model," IJERPH, MDPI, vol. 17(1), pages 1-12, December.
    • Handle: RePEc:gam:jijerp:v:17:y:2019:i:1:p:293-:d:303877
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    References listed on IDEAS

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    1. Maryam Meshkat & Reza Nejati, 2017. "Does Emotional Intelligence Depend on Gender? A Study on Undergraduate English Majors of Three Iranian Universities," SAGE Open, , vol. 7(3), pages 21582440177, August.
    2. Catherine D. Rawn & Joanne A. Fox, 2018. "Understanding the Work and Perceptions of Teaching Focused Faculty in a Changing Academic Landscape," Research in Higher Education, Springer;Association for Institutional Research, vol. 59(5), pages 591-622, August.
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