1 Social/Emotional Competencies for School Leadership James D. A. Parker, Ph.D. Canada Research Chair in Emotion & Health, Trent University

2 Overview introduction introduction background & overview of EI models background & overview of EI models EI and success in various learning environments EI and success in various learning environments EI and leadership EI and leadership EI resources for the OPC project EI resources for the OPC project

3 Acknowledgements Multi-Health Systems (Toronto, Ontario) Multi-Health Systems (Toronto, Ontario) The Trinity Group (Huntsville, Alabama) The Trinity Group (Huntsville, Alabama) Social Sciences and Humanities Research Council of Canada Social Sciences and Humanities Research Council of Canada Canada Research Chair Program Canada Research Chair Program Canada Foundation for Innovation Canada Foundation for Innovation Ontario Principals ’ Council Ontario Principals ’ Council

4 Predicting success in life: What do we know about IQ? predicts secondary school grades very modestly predicts secondary school grades very modestly does not predict success in post- secondary environments does not predict success in post- secondary environments predicts “job success” poorly predicts “job success” poorly peaks in late teens, early 20’s peaks in late teens, early 20’s culture-bound culture-bound

5 Emotional and Social Competency: Historical Overview Thorndike (1920): “social intelligence” Wechsler (1940): “non-intellective abilities” Wechsler (1940): “non-intellective abilities” Sifneos (1973): “alexithymia” Sifneos (1973): “alexithymia” Gardner (1983): “multiple intelligence” Gardner (1983): “multiple intelligence” Sternberg (1985): “practical intelligence” Sternberg (1985): “practical intelligence” Salovey & Mayer (1989): “emotional intelligence” Salovey & Mayer (1989): “emotional intelligence”

6 EI (continued) EI is a set of non-cognitive competencies and skills (i.e., not related to IQ) EI is a set of non-cognitive competencies and skills (i.e., not related to IQ) emotional intelligence develops over time emotional intelligence develops over time changes throughout life changes throughout life

7 EI across the life-span EI across the life-span Decade of life

8 When does EI change? (the importance of transitions) from elementary school to high school from elementary school to high school high school to the workplace high school to the workplace high school to university high school to university from single to being married from single to being married transition to parenthood transition to parenthood losing a job (changing jobs) losing a job (changing jobs) from marriage to divorce from marriage to divorce

9 EI (continued) can be improved through training and intervention programs can be improved through training and intervention programs can be used to predict a number of “success in life” variables can be used to predict a number of “success in life” variables

10 Salovey & Mayer Model of EI Emotional Perception Emotional Facilitation Emotional Understanding Emotion Management

11 Bar-On Model of EI Interpersonal Abilities Intrapersonal Abilities Stress Management Abilities Adaptability Abilities General Mood

12 Parker, Wood & Bond Model of EI Emotional Understanding Psychological Mindedness Attentiveness (non-obliviousness) Emotional Self-Control

13 EI and success in various learning environments

14 Predicting Post-Secondary Success trends in the research literature trends in the research literature or what have we learned after 100+ years of research? or what have we learned after 100+ years of research?

15 Trends in the Research Literature (continued) How has success been defined? academic achievement (e.g., GPA) academic achievement (e.g., GPA) retention retention

16 Favorite predictors? previous school performance (i.e., high school marks) previous school performance (i.e., high school marks) cognitive ability (IQ) cognitive ability (IQ) economic/demographic variables economic/demographic variables Trends in the Research Literature (continued)

17 How good are common variables for predicting success or retention?

18 Impact of Emotional Intelligence? growing interest in a possible link between academic success and EI growing interest in a possible link between academic success and EI

19 Why students withdraw? possible role of EI comes from research on why students drop-out or withdraw from post-secondary programs possible role of EI comes from research on why students drop-out or withdraw from post-secondary programs

20 Reasons students withdraw

21 Most common “personal problems” problems making new relationships problems making new relationships problems modifying existing relationships (e.g., living apart) problems modifying existing relationships (e.g., living apart) difficulties learning new study habits difficulties learning new study habits problems learning to be independent problems learning to be independent

22 Trent Academic Success & Wellness Project (TASWP) phase 1 started in Sept. (1999) at Trent University phase 1 started in Sept. (1999) at Trent University initial goal was to develop an assessment protocol to identify 1st- year students at risk for “failure” initial goal was to develop an assessment protocol to identify 1st- year students at risk for “failure” focus was on full-time students coming to Trent within 24 months of graduation from high-school focus was on full-time students coming to Trent within 24 months of graduation from high-school

23 Sept N = 550 Sept N = 880 Sept N = 980 Sept N = 1150 Sept N = 1100 Sept N = 1050 TASWP (Trent participants)

24 2 groups of particular interest: 2 groups of particular interest: ‾ "successful" students (1st- year GPA of 80% or better) ‾ "unsuccessful" students (1st-year GPA of 59% or less) TASWP (predicting academic success; Parker et al., 2004)

25 Two groups not significantly different on: high school GPA high school GPA age age course load at start of year course load at start of year

26 * * * p <.05 * Mean EQ-i scores for 1 st year students (GPA 80% or better vs. 59% or less)

27 Predicting “successful” students using EI

28 Predicting “unsuccessful” students using EI

29 TASWP (predicting retention; Parker et al., 2005) 2 groups of interest: 2 groups of interest: ‾ students who withdrew at some point before the start of 2 nd year ‾ 2nd-year students at Trent (randomly matched with the 1st group on age, gender, and year starting at Trent)

30 Predicting students who persist using EI

31 Predicting students who withdraw using EI

32 Is there something unusual about Trent University? 2002: US Pilot Project (N = 1,426; Parker, Duffy et al., 2005) 2002: US Pilot Project (N = 1,426; Parker, Duffy et al., 2005) ‾ UNC Charlotte, U. Charleston, Georgia Southern U., U. Southern Mississippi, West Virginia U., Fairmont State College

33 Predicting “successful” students using EI

34 Trent Academic Success & Wellness Project (High School Performance; Parker, Creque et al., 2004 ) May 2002: students (grade 9 to 12) attending a high school in Huntsville, Alabama (n = 742) completed the EQ-i:YV during a home-room period May 2002: students (grade 9 to 12) attending a high school in Huntsville, Alabama (n = 742) completed the EQ-i:YV during a home-room period

35 2 groups identified: 138 students scoring at the 80th percentile or better (for their grade) on end of year GPA138 students scoring at the 80th percentile or better (for their grade) on end of year GPA 131 students scoring at the 20th percentile or less (for their grade) on end of year GPA131 students scoring at the 20th percentile or less (for their grade) on end of year GPA

36 * * * p <.05 * Mean EQ-i:YV scores for high school students (80 th percentile or better vs. 20 th or less)

37 EI and Intervention

38 EI and Intervention: Youth Challenge Academy Study (Parker, Duffy et al., 2005) residential training and mentoring program for at-risk youth (15 to 18 yrs) residential training and mentoring program for at-risk youth (15 to 18 yrs) improve life skills improve life skills improve educational level improve educational level improve employment potential improve employment potential

young adults (15 to 18 yrs) attending the program in 6 locations in the U.S. (83% male) 1283 young adults (15 to 18 yrs) attending the program in 6 locations in the U.S. (83% male) participants completed EQ-i:YV at the start of program participants completed EQ-i:YV at the start of program subgroup (n =432) completed EQ-i:YV at the end of “ Challenge ” phase. subgroup (n =432) completed EQ-i:YV at the end of “ Challenge ” phase. Outcome Study

40 * ** * p <.05 Mean Score * EI levels of 1283 individuals starting program vs matched controls

41 * * * * p <.05 EI levels: completed program (n = 1053) vs. dropped out (n = 230) Mean Score

42 * * * * p <.05 Mean Score EI levels: beginning vs. end of program (n = 432)

43 EI and a post-secondary education (Parker et al., 2005) from the TASWP a random subset of students (N = 238) completed the EI measure a second time from the TASWP a random subset of students (N = 238) completed the EI measure a second time testing situation was approx. 32 months after the 1 st testing session testing situation was approx. 32 months after the 1 st testing session

44 Change in EI (cross-sectional vs. longitudinal samples) % Change * * * * * p <.05

45 EI and Leadership emerging literature from various employment sectors emerging literature from various employment sectors

46 Trent leadership project How to be an great failure trying to implement and manage change in an organization? How to be an great failure trying to implement and manage change in an organization?

47 Ignore the need to make the case for change in the organization: use the “just do it!” approach to leadership as much as possible. Ignore the need to make the case for change in the organization: use the “just do it!” approach to leadership as much as possible. One

48 Ignore the need to create deep or substantive structural changes: provide plenty of opportunities for members of your organization to pay “lip-service” to change. Ignore the need to create deep or substantive structural changes: provide plenty of opportunities for members of your organization to pay “lip-service” to change. Two

49 Engage as few people in the organization as possible in the process: stop at the top of the organization…or work your way from the bottom downward. Engage as few people in the organization as possible in the process: stop at the top of the organization…or work your way from the bottom downward. Three

50 Follow up on as few details in the process as possible: delegate and move on. Follow up on as few details in the process as possible: delegate and move on. Four

51 Limit the opportunities of members of your organization to improvise: Maintain a rigid structure to all stages of the new initiative. Limit the opportunities of members of your organization to improvise: Maintain a rigid structure to all stages of the new initiative. Five

52 OPC Leadership Study Basic goal of the study was to explore the relationship between emotional intelligence and school leadership in a large (very generalizable) sample of school administrators. Basic goal of the study was to explore the relationship between emotional intelligence and school leadership in a large (very generalizable) sample of school administrators.

53 OPC Leadership Study (continued) Specifically, this project sought to identify key emotional and social competencies required by school administrators (principals and vice- principals) to successfully meet the demands and responsibilities of their positions. Specifically, this project sought to identify key emotional and social competencies required by school administrators (principals and vice- principals) to successfully meet the demands and responsibilities of their positions.

54 Participants  464 principals or vice-principals (187 men and 277 women) from nine Ontario school boards Algoma DSB, Grand Erie DSB, Hamilton-Wentworth DSB, Ottawa- Carlton DSB, Rainbow DSB, Rainy River DSB, Thames Valley DSB, Toronto DSB, and Waterloo Region DSB Algoma DSB, Grand Erie DSB, Hamilton-Wentworth DSB, Ottawa- Carlton DSB, Rainbow DSB, Rainy River DSB, Thames Valley DSB, Toronto DSB, and Waterloo Region DSB

55 Participants (continued)  226 elementary school principals,  84 elementary school vice-principals,  43 secondary school principals and  57 secondary school vice-principals (54 did not indicate their current position)

56 Participants (continued)  mean age: 47.3 years  mean length of time in the education field: 22.4 years  mean length of time as principal: 5.4 years  mean length of time as vice-principal: 3.0 years

57 Measures  Emotional Quotient Inventory (EQ-i; Bar-On, 1997) 125-item self-report instrument designed to measure the core features of emotional intelligence 125-item self-report instrument designed to measure the core features of emotional intelligence Intrapersonal Intrapersonal Interpersonal Interpersonal Adaptability Adaptability Stress Management Stress Management

58 Measures (continued)  Leadership Questionnaire 21 items related to leadership abilities (selected from a review of various skills and abilities used in performance evaluations of school administrators from several different boards) 21 items related to leadership abilities (selected from a review of various skills and abilities used in performance evaluations of school administrators from several different boards) Separate self-report, supervisor and staff rater forms Separate self-report, supervisor and staff rater forms  Plus an overall leadership rating (using a single 10-point scale)

59 Measures (continued)  An overall leadership rating (using a single 10-point Likert scale)  Leadership Questionnaire 21 items related to leadership abilities (selected from a review of various skills and abilities used in performance evaluations of school administrators from several different boards) 21 items related to leadership abilities (selected from a review of various skills and abilities used in performance evaluations of school administrators from several different boards) Separate self-report, supervisor and staff rater forms Separate self-report, supervisor and staff rater forms

60 Measures (continued)  Leadership Questionnaire (continued) Two separate dimensions Two separate dimensions Task-oriented leadership (relates to skills like managing resources, delegating tasks, and planning for the future) Task-oriented leadership (relates to skills like managing resources, delegating tasks, and planning for the future) Relationship-oriented leadership (relates to skills like motivating others, communicating one on one, as well as in small groups) Relationship-oriented leadership (relates to skills like motivating others, communicating one on one, as well as in small groups)

61 Procedure  Participants completed the EQ-i online  Participants also completed the self- report leadership questionnaire (paper- and-pencil version) and mailed it back to the research team

62 Procedure (continued)  Participants’ asked their immediate supervisor (principal for VP; superintendent for principal) to complete a leadership rating form (which were mailed back to research team)  Participants were instructed to ask 3 different staff members to complete a leadership rating form (which were mailed back to research team)

63 Procedure (continued)  Predicting the “Good” Leader: total self-reported leadership score used to create 2 two groups: above average leadership ability (top 20%); below average leadership ability (bottom 20%).total self-reported leadership score used to create 2 two groups: above average leadership ability (top 20%); below average leadership ability (bottom 20%).

64 Procedure (continued) 2 leadership groups (below vs. above) created using supervisor ratings2 leadership groups (below vs. above) created using supervisor ratings 2 groups created using staff ratings2 groups created using staff ratings 2 groups created using combined staff/supervisor ratings2 groups created using combined staff/supervisor ratings

65 Results (correlations between leadership ratings) Leadership Dimension Self vs superv. Self vs. staff Superv. vs. staff Task-oriented.16*.12*.21* Relationship- oriented.16*.13*.20* Total.16*.12*.20* Total (global rating).13*.12*.26* * p <.05

66 Results (above vs. below average leadership: self-report ratings)

67 Results (above vs. below average leadership: combined supervisor/staff ratings)

68 Results (Above average vs. below average leadership: Overall prediction using EI)

69 Conclusions  Several key emotional and social competencies strongly distinguish above average leadership from below average leadership  findings were consistent regardless of gender, school level (e.g., elementary or secondary), or position (principal or vice- principal).

70 Conclusions (continued)  Professional development programs would be wise to focus on developing the abilities that best identified the above average leader  e.g., emotional self-awareness, self- actualization, empathy, interpersonal relationships, flexibility, problem solving, and impulse control.

71 EI Resources for the OPC Project personal EI assessment of current strengths and areas for growth personal EI assessment of current strengths and areas for growth

72 Multidimensional Inventory for Emotional Intelligence (MIEI) Emotional Intelligence (EI):  Emotional Understanding  Psychological Mindedness  Attentiveness  Emotional Self-Control EI-Related Constructs:  Optimism  Social Integration  Performance Anxiety  Social Anxiety  102-item self-report scale  Normative data from adults

73 Steps To Access the MIEI 1. Go to the Emotion and Health Research Laboratory (EHRL) website at Trent University Select the Multidimensional Inventory for Emotional Intelligence (MIEI). Select English or French versions (note the French version will not be available until early September)

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75 Steps To Access the MIEI (continued) 4. A pop-up screen will asking for user ID and password. These are as follows: ID = OPC2005 and password = Parker 5. Enter these and select OK. 6. The Multidimensional Inventory for Emotional Intelligence will appear on your screen.

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77 Steps To Access the MIEI (continued) 7. After you complete the survey select “Submit” (you will be notified if you have left an item blank). 8. A feedback report will be ed to you using information you provide on the survey.

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79 How to be an emotional unintelligent mentor for leadership development? 1. Teach competencies such as leadership, strategic thinking, visioning, and adaptability using only classroom instruction formats. 2. Provide as few opportunities as possible to practise and transfer leadership experiences and knowledge

80 3. Focus on leadership issues and situations with little connection to being a school administrator. 4. Maintain a rigid structure of mandatory readings and curriculum materials (remove all opportunities for learning to learn).

81 5. Provide as little time as possible for reflective dialogue among participants. 6. Maintain a cynical attitude at all times.

82 Contact Information James D. A. Parker, Dept. of Psychology, Trent University, Peterborough, ON K9J 7B8 Tel: x7935 Fax: