Avances en el estudio de la Inteligencia Emocional

The emotional intelligence coaching of school administrators: a cross-case analysis
ganizations would benefit from emotional intelligence
training.
Sala (2002) investigated the relationship of
student performance, organizational climate and
the emotional intelligence competencies of 92 college
principals in the United Kingdom (Boyatzis &
Sala, 2004). As in other “direct-effect” and “in-direct”
studies of school leadership, Sala discovered
that students’ academic performance was not significantly
related to the principals’ leadership.
However, the institutions with higher student retention
rates had principals who displayed more self
awareness and social awareness (Boyatzis & Sala).
The study also revealed that 57% of the variance in
climate was related to the social skills cluster, indicating
that a principal’s social skills are the most important
factor in predicting organizational climate
(Boyatzis & Sala). The discovery that the principal’s
emotional intelligence may not directly affect student
performance is similar to other findings in educational
research that indicate the little direct effect
that principals may have on student outcomes
(Hallinger & Heck, 1996, 1998). However, EI
may influence culture, climate, and other factors
that may increase student achievement.
In one of the largest studies on emotional intelligence
and school leadership, Parker, and Wood
(2005) studied 464 principals or vice-principals
(187 men and 277 women) from nine different
public school districts in Ontario. The researchers
discovered that principals and vice principals in
the above average leadership group scored higher
than the below average leadership group in all four
dimensions (intrapersonal, interpersonal, adaptability,
and stress management) of an emotional intelligence
assessment.
There have been claims that leaders high in
emotional intelligence are more effective and
demonstrate more transformational leadership behaviors
(Law, Song, & Wong, 2004; Palmer, Gardner,
& Stough, 2003). If emotional intelligence can
indeed predict leadership success or if improving
one’s emotional intelligence can increase leadership
effectiveness, then EI could prove to be a valuable
tool for school administrators.
Methodology
This study examined the effectiveness of emotional
intelligence coaching from both a quantitative and
qualitative perspective. Case study was chosen to
get an in-depth understanding of process. The
small number of participants (N = 3) permitted
depth in the study. The cases were analyzed individually
and together. The vast amounts of rich,
thick data collected from a variety of sources increased
the external validity and generalizability.
Participants
Three school administrators were selected for this
comparative case study. For purposes of confidentiality,
the participants, and schools will be referred
to by fictitious names, Rick, Chip and Paula. Each
administrator was employed by a public school system.
The administrators selected for this study had
tenure in education between nine and 14 years, and
had served as school administrators between one and
nine years. All three were Caucasian, and one was
female. The school administrators were chosen
rather than randomly selected. According to Patton
(2002) this would be “bias” in statistical sampling,
but a strength in qualitative sampling. It was necessary
for participants to have an interest to participate
in a coaching program that would take a serious
time commitment on their part. There was a
four to six month commitment necessary to complete
pre tests, coaching, post tests and interviews.
Rick, an elementary school principal, was
37 years old and had been a school administrator
for nine years. Chip was 32 years old and in his second
year of school administration as a high school
assistant principal and athletic administrator. Paula
was 35 years old and had just completed her 5th
year as a high school assistant principal.
Research Procedures and Data Collection
Each school administrator was given a self rater
emotional intelligence assessment on-line and asked
to identify 11 co-workers that would complete a
360 assessment on their perceptions of the administrators’
emotional intelligence in the workplace.
Each group of co-workers had to consist of at least
two managers, two direct reports and two peers.
Scores were averaged, and the co-workers remained
anonymous. Each co-worker was emailed a link to
complete the assessment on-line. Chip and Rick
each had one rater that did not complete the pre assessment.
That rater was not sent a post assessment.
After Paula’s raters completed the pre assessment,
she accepted a central office position in another district.
Therefore, for the coaching sessions we used
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