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Given the global challenge of increasing teacher attrition and turnover rates, the exploration of factors and mechanisms that improve teachers' organizational commitment has become a pivotal topic in educational research. In this context, the present study examines the influence of teachers' emotional intelligence on their organizational commitment, with a specific inquiry into the mediating role of teachers' psychological well-being and the moderating role of principal transformational leadership, as informed by the broaden-and-build theory of positive emotions and the trait activation theory. We verified this study's hypotheses based on 768 valid questionnaires collected from Chinese primary and secondary school teachers. The results reveal that teachers' emotional intelligence can predict their organizational commitment both directly and indirectly through the mediating role of psychological well-being. Additionally, principal transformational leadership amplifies the positive effect of teachers' emotional intelligence on psychological well-being and, subsequently, organizational commitment. These findings theoretically deepen our understanding of the psychological pathways and the boundary conditions linking teachers' emotional intelligence to their organizational commitment, while also offering valuable practical implications for building a stable and effective teaching workforce. [ABSTRACT FROM AUTHOR]

The objective of this study was to investigate the impact of emotional intelligence (EI) and the Big Five personality traits on the attainment of success in leadership positions within hospital administration. The researchers predicted the association between emotional intelligence (EI) and neuroticism, anticipating a negative link. Additionally, they projected a positive relationship between EI and the Big Five personality traits, specifically openness to experience, agreeableness, openness to new ideas, and extraversion. The primary objective of this study is to fill a void in the existing body of research by examining the relationship between personality, emotional intelligence (EI), and leadership effectiveness and performance. Our results indicate that the association between individual differences, leadership, and performance exist. This study did not examine the firm's performance metrics, but the disturbances' absorption of measurement errors in the endogenous regressors, which are independent of the exogenous, and minimize coefficient estimate biasesas as held by (Antonakakis et al., 2020). Individual predictors had a low to moderate effect on variation, but their aggregate influence accounted for 56% of transformational leadership variance and 26% of management leadership effectiveness variance. Our study supported merits consideration due to the implementation of controls such as age and managerial experience, the utilization of a longitudinal measure of effectiveness, and the mitigation of common method variance through the use of measures from different sources for predictors and criteria. [ABSTRACT FROM AUTHOR]

This study aims to determine whether any authors have already found empirical evidence demonstrating whether or not E.I. is a component of transformative leadership. The success of TFL behavior may be greatly influenced by one's ability to perceive feelings within the context of emotional intelligence. We discovered that transformational leaders may be more attuned to the demands of their followers after reviewing studies. They can behave amiably with others who are following them, which enables them to comprehend what other people are experiencing. In a nutshell, the following is the question that we hope to address in this article: It is possible to build a contingency between E.I. and TFL? Precise definitions of the investigated variables were taken from the academic literature to undertake this particular research. Our research demonstrates a moderate relationship between EI and TFL behaviors in the research identified in scholarly literature. [ABSTRACT FROM AUTHOR]

Purpose: This article examines the influence of emotional intelligence on organizational citizenship behavior and transformational and transactional leadership, and the impact of these dimensions on operational effectiveness. Design/Methodology: The analysis was based on 180 valid questionnaires from organizations in Colombia's manufacturing sector of the Valle del Cauca region. The variables were analyzed using structural equation modeling to identify the relationships among the studied constructs. Findings: The results suggest that emotional intelligence positively affects organizational citizenship behavior. Nevertheless, emotional intelligence does not impact transformational leadership and only partially affects transactional leadership and operational effectiveness. Emotional intelligence has a strong and positive impact on operational effectiveness when mediated by organizational citizenship behavior, which does have a strong and positive predictive power on operational effectiveness. Hence, in the search for competitive advantage, leaders should seek to improve operational effectiveness by focusing on developing emotional intelligence and organizational citizenship behaviour skills. Interestingly, of the two leadership styles examined in this study, only transactional leadership impacts operational effectiveness, which is inconsistent with the current literature and indicates a need for further leadership training. Originality/Value: The value of this paper lies in discerning the current capabilities and strategies that individuals in an organization must address for proper transactional and transformational leadership. However, before operational effectiveness and a sustainable competitive advantage can be achieved, the role of leaders should be managed through the appropriate application of the concepts of emotional intelligence and organizational leadership behavior. [ABSTRACT FROM AUTHOR]

Transformational and transactional leadership behaviours of healthcare managers have a positive impact on employee job satisfaction and commitment, ultimately improving patient care quality. The most efficient way to develop leadership behaviour in managers is to teach emotional intelligence skills simultaneously. Training programmes are more effective when preceded by a com - petency assessment. The aim of the research was to determine the relationship between employees' perceptions of the transformational and transactional leadership behaviours and emotional intelligence of managers as well as to identify the link between those perceptions and the socio-demographic data of the respondents. A quantitative and cross-sectional study design was used. The sample included 231 healthcare workers. The study used the following instruments: Transformational Leadership Behaviour Inventory, Leader Reward and Punishment Questionnaire, and Genos Emotional Intelligence Inventory. The data were analysed using descriptive and inferential statistics. Emotional intelligence and transformational leadership dimensions were found to have statistically significant positive relationships. Contingent and non-contingent reward behaviours were positively related to emotional intelligence, whereas contingent and non-contingent punishment behaviours were negatively related to emotional intelligence. The study discovered a link between managers' leadership behaviour and the gender, nationality, qualifications, and tenure of the respondents. To conclude, emotional intelligence skills help healthcare managers develop transformational and transactional leadership behaviours. Managers may need to make an effort to understand employee diversity in order to devise leadership strategies aimed at maximising employee potential. In Estonia, the short version of Genos Emotional Intelligence Inventory is recommended as an alternative for healthcare leadership research. [ABSTRACT FROM AUTHOR]

Emotional intelligence is a second-stratum factor of general intelligence (MacCann et al. 2014) that: (a) has been popularly touted as an essential individual difference for effective leadership (Goleman 1998), but also (b) exhibits large gender group differences favoring women (Joseph and Newman 2010). Combining these insights, we propose that emotional intelligence is a key mechanism in the so-called female leadership advantage (Eagly and Carli 2003—which emphasizes the finding that women are rated slightly higher in transformational leadership compared to men). The current study seeks to explain this gender leadership gap by specifying three personality-based theoretical mechanisms that enhance transformational leadership: (a) emotional intelligence (favoring women), (b) communion (stereotypical femininity; favoring women; Hsu et al. 2021), as well as an offsetting effect of (c) agency (stereotypical masculinity; favoring men). Meta-analytic data (including original meta-analyses among the leader's ability-based emotional intelligence, transformational leadership, communion, and agency) are used to test our theorized model. Results confirm the full mediation model of female leadership advantage. Because the three unique mechanisms operate in different directions, their individual indirect effects are notable, but their cumulative indirect effect is small and near-zero. In conclusion, we emphasize incorporating emotional intelligence with other personality-based explanations of gender effects in leadership perceptions. [ABSTRACT FROM AUTHOR]

The authors examined whether school counselors' emotional intelligence predicted their comprehensive school counseling program (CSCP) implementation and whether engagement in transformational leadership practices mediated the relationship between emotional intelligence and CSCP implementation. The sample for the study consisted of 792 school counselors nationwide. The findings demonstrated the significant mediating role of transformational leadership on the relationship between emotional intelligence and CSCP implementation. Implications for the counseling profession are discussed. [ABSTRACT FROM AUTHOR]

Emotional Intelligence (EI) was initially proposed as an organized theory by Salovey and Mayer (1990) and later expanded (Mayer & Salovey, 1997) and was popularized in the general media by Goleman (1995). EI refers to a set of abilities for using emotional information in adaptive ways. This psychological construct is important and relevant to leadership since emotional factors play a role in personal well-being, interpersonal relationships, motivation, workplace adjustment and learning processes. EI can be applied to educational leadership since the school leader must continually work with individuals and groups (i. e. school personnel such as teachers, teaching aids, school psychologists, counselors, other administrators as well as students and parents). Using emotions adaptively is critical for effective interpersonal relationships as well as for creating an emotional-toned environment in the school context. Two models of EI are presented. The first model (Mayer & Salovey, 1997) is the ability-model that considers four major emotion skill sets (perception, facilitation, understanding and managing). The second model (Goleman et al., 2002) organizes EI competencies across two dimensions: capacities (emotion recognition & regulation) and application domains (toward self & others). There is some overlap between these models with regard to emotional perception (recognition) and regulation (managing). The Mayer's and Salovey's (1997) model is distinct for its abilities to use emotional concepts and the use of emotions to facilitate decision-making and emotional planning. Goleman and colleagues' (2002) model includes organizational and social intelligence features. Research on the relationship between EI and effective leadership will be reviewed. Generally, studies have found predictive correlations between EI and effective, transformational leadership (Mills, 2009; Palmer et al., 2001; Sayeed & Shanker, 2009). A useful model proposed by Guillen & Florent-Treacy (2011) divides leadership behaviors into two groups: Getting along (with others) and getting ahead (meeting organizational goals). Goleman's (2011) six styles of EI leadership will be discussed as approaches to educational leadership with an examination of the strengths, limitations and emotional dynamics of each style. The six styles are: Directive (using authoritarian methods); Pacesetting (expecting leader-determined standards); Visionary (creating inspirational purposes); Affiliative (leading through relationships); Participative (using democratic consensus building) and Coaching (helping individuals develop). These styles are further described in terms of the previously mentioned leadership categories of getting along or getting ahead. In addition, the styles are determined to be either dissonant or resonant with regard to the emotional tone they create in the organization. The necessity of advocating for EI in school contexts will be emphasized. The potential for various professionals (such as school psychologists and school counselors) to take on leadership functions as facilitators of emotional processes in the school settings will also be considered. Educational leaders (whether formally as administrators or functionally as school counselors and psychologists), can have a positive impact on school personnel and students as well as the larger school context through the application of EI capacities and through considering the emotional dynamics in leadership styles. [ABSTRACT FROM AUTHOR]

Simple Summary: This research proposes a psychological model to describe how leadership can deal with the work burnout of feeders in livestock production agribusinesses to solve the important problems of mental health and well-being, thereby increasing the sustainable work of feeders. The empirical evidence comes from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The research results can push the literature of emotional intelligence and implementation methods to livestock production agribusinesses. The present research poses a novel multilevel model to describe how transformational leadership can significantly affect task performance and counterproductive work behavior through intermediary effects of emotional intelligence, work engagement, and work burnout. The empirical data is from 240 livestock feeders from 80 Taiwanese livestock production agribusinesses. The empirical results demonstrate that leadership could indeed transform the emotional intelligence of livestock feeders into positive task performance and negative counterproductive work behavior. The research results can provide an implementation method for livestock production agribusinesses to achieve the sustainable work of feeders in agribusinesses through handling task performance and counterproductive work behavior of feeders. [ABSTRACT FROM AUTHOR]