ABSTRACT

This study traced Abu Dhabi public school leaders’ emotional intelligence within the context of professional standards. The study aimed at exploring the emotional intelligence exhibited by school leaders within the anticipated professional standards featured in the areas of leading the community, leading the people, and leading the organization. This exploratory case study uncovered emotional intelligence attributes and capabilities that school leaders demonstrate within their praxis. The study employed qualitative research tools for data collection to pinpoint emotional intelligence attributes, and skills in alignment with the professional standards set by the Abu Dhabi Education and Knowledge Department (ADEK). Individual semi-structured interviews were conducted with 27 participants reflecting categories of school leaders that represented various school types. Study findings addressed direct and indirect mediators of emotional intelligence that could impact the improvement of school leaders’ overall performance in addition to validating school leaders’ emotional intelligence attributes relating to performing professional standards that galvanize school changes. Further, this paper addressed challenges school leaders face in terms of their roles and responsibilities and provided recommendations for developing emotional intelligence that contextualize professional performance standards. The authors also suggest a tangible path for further studies and leadership action research to enhance school leaders’ capacity building.

摘要

这项研究在专业标准的背景下追溯了阿布扎比公立学校领导人的情商。这项研究旨在探索学校领导者在领导社区，领导人民和组织领导领域所预期的专业标准下展示的情商。这项探索性案例研究揭示了学校领导者在实践中展现出的情绪智力属性和能力。该研究使用定性研究工具进行数据收集，以查明情绪智力属性和技能，使其与阿布扎比教育和知识部（ADEK）设定的专业标准保持一致。进行了半结构化访谈，共有27名参与者参加，反映了代表各种学校类型的学校领导的类别。研究结果针对情绪智力的直接和间接中介者，除了验证与执行激发学校变革的专业标准相关的学校领导者的情商属性外，还可能影响学校领导者整体绩效的提高。此外，本文针对学校领导者在其角色和职责方面面临的挑战进行了探讨，并为发展情商提供了建议，这些情商将专业绩效标准与情境相结合。作者还提出了进一步研究和领导力行为研究的切实路径，以增强学校领导者的能力建设。研究结果针对情绪智力的直接和间接中介者，除了验证与执行激发学校变革的专业标准相关的学校领导者的情商属性外，还可能影响学校领导者整体绩效的提高。此外，本文针对学校领导者在其角色和职责方面面临的挑战进行了探讨，并为发展情商提供了建议，这些情商将专业绩效标准与情境相结合。作者还提出了进一步研究和领导力行为研究的切实路径，以增强学校领导者的能力建设。研究结果针对情绪智力的直接和间接中介者，除了验证与执行激发学校变革的专业标准相关的学校领导者的情商属性外，还可能影响学校领导者整体绩效的提高。此外，本文针对学校领导者在其角色和职责方面面临的挑战进行了探讨，并为发展情商提供了建议，这些情商将专业绩效标准与情境相结合。作者还提出了进一步研究和领导力行为研究的切实路径，以增强学校领导者的能力建设。