Emotional intelligent leaders (EIL) focus on three facets: consciousness of self, consciousness of other, and consciousness of context. Consciousness of self is all about self-awareness, specifically one’s own awareness of abilities, emotions, values, strengths and limitations. A part of this is includes feedback and reflection. Understanding emotions and stressors can help EIL’s respond effectively. Within this facet, certain behaviors are highlighted. EIL’s should focus on authenticity and trustworthiness. These leaders should strive to be flexible be able to take initiative, “the key is that we see and we act without being prompted to do so” (Shankman et al., 2015, p. 91).  

The second facet is consciousness of others, which is also about awareness, specifically the awareness of others abilities, emotions, and perceptions. Of top priority is the ability to show empathy. According to Shankman, Allen, and Haber-Curran (2015), empathy “helps build healthy relationships, manage difficult situations, and develop trust.” (p. 119).  Inspiring others is a key factor for the EIL. These leaders are coaches and team builders. They offer support by listening and working through conflict (Shankman et al., 2015).    
 

The third facet is consciousness of context, which is simply an awareness of the setting and situation. EIL’s will analyze the team, “identifying and understanding the many attributes of a group” (Shankman et al., 2015, p. 219). This includes assessing the environment. For example, the EIL will strive to understand campus policies and manage relationships both within the school and outside of the school. (Shankman et al., 2019).  

The Emotional Intelligent Leader: A Guide for Students serves as a guide for personal development, as well as help to be more effective as leaders. There are a number of similarities between emotional intelligent leaders and the servant or transformative leadership style. For example, all three focus on empowering and developing others, they are authentic and provide direction, and they focus on interpersonal connections (Stone, 2004). I thoroughly enjoyed the book, and found it full of valuable information. I would recommend it to anyone interested in learning more about this type of leadership. It was easy to read and broken into small chapters. Additionally, student voices and reflection questions are included at the end of each chapter, allowing the reader to apply the strategies for self-assessment. It would be an excellent source to refer back to when a leader may need or desire additional support. The suggestions discussed apply to everyday life, not just from a leader’s perspective. Students, teachers, and employees would benefit from the concepts covered in this guide.

Gregory Stone, A., Russell, R. & Patterson K. (2004). Transformational versus servant leadership: A difference in leader focus. Leadership & Organizational Development Journal, 25(4), 349-361. https://doi-org.easydb.angelo.edu/10.1108/01437730410538671

Marcy Levy Shankman, Scott J. Allen, & Paige Haber-Curran. (2015). Emotionally intelligent leadership: A guide for students. Vol. Second edition. Jossey-Bass.

I believe effective leadership is an ongoing process, one that takes commitment and practice. Self-awareness and reflection are vital in the process. Over the course of my educational career, my philosophy has evolved. I have grown as a person, and with hard work, continue to improve my leadership skills. At the core of my leadership philosophy is respect, integrity, and compassion. 

I believe respect is essential in our personal and interpersonal relationships. As a leader, respecting others and myself is key in building a strong and trusting community. This involves quality communication and listening to the needs of others. Inspiring and trusting in others to meet organizational goals helps build a sense of community. When individuals feel valued and feel their contributions make a difference, they will follow and truly desire to meet the organization’s vision.

I hold myself to the highest degree of integrity and lead by example. I accept responsibility and seek out guidance when needed. I recognize my attitude, emotions, and words affect my colleagues, students, and the campus culture. I choose to lead with motivation and passion. Being trustworthy and honest builds credibility, allowing for meaningful connections.

As an educational leader, I believe a top priority is empathy. According to Shankman, Allen, and Haber-Curran (2015), empathy “helps build healthy relationships, manage difficult situations, and develop trust” (p. 119).  I have a strong sense of empathy, and relate well with others. It is important to have compassion and show sensitivity to others. I believe this can provide an environment that can work through issues and problem solve together, while recognizing and celebrating differences. 

As a leader in education, my true purpose is to guide students, to develop within each of them a sense of self-worth, professional habits, effective ways to deal with conflict, face their fears, and redefine failure. The goal is to enable students to become successful life-long learners, instill positive values, and become positive, productive members of society. As a leader, this involves collaborating with community members to build a community of resources to meet the health and welfare of students and families.   

This goal cannot be reached without the support and guidance of strong educational leaders. Effective leaders, particularly those who understand themselves and others, have the ability to inspire others and commit to change. I have a genuine desire to inspire, encourage, and support others. I understand the importance of building positive relationships, and strive to ensure I lead with respect, integrity, and compassion.  

Marcy Levy Shankman, Scott J. Allen, & Paige Haber-Curran. (2015). Emotionally intelligent leadership: A guide for students. Vol. Second edition. Jossey-Bass.

 

Behavior theories - focuses on how leaders behave, and assumes that these traits can be copied by other leaders - focus heavily on the actions of a leader

 
Contingency theories - a leader's effectiveness is contingent on whether or not their leadership style suits a particular situation - effective leadership is dependent upon the interaction between a leader’s behaviors and the situation itself

 

Charismatic leadership - articulate communication, encouragement, and power of personality to motivate others to behave in a particular way  

 

Transactional leadership -focuses on the role of supervision, organization, and group performance, focus on specific tasks and use rewards and punishments to motivate followers. 
      

Transformational leadership - inspire positive changes in those who follow - leaders are energetic, enthusiastic, and passionate -focus on helping every member of the group succeed as well. 

Relational leadership - focuses on the ability of the leader to create positive relationships within the organization. 

 

Authentic leadership - leaders are seen as genuine and “real.”  

 

Servant leadership -  focuses on growth and well-being of people and the communities to which they belong