0.5 Mills, l., mcdowelle, j., & Roush, w. (july 2009). does research  (Page 3/7)

Models of emotional intelligence

Researchers of emotional intelligence classify their conception of emotional intelligence as either ability models or mixed models. Ability models of emotional intelligence focus on the interplay of emotion and intelligence as traditionally defined while mixed models describe a conception of intelligence that includes mental abilities and other traits and talents including personality (Mayer, Salovey,&Caruso, 2000). Drawing from diverse elements of the EI literature, EI was defined for purposes of this study as the advanced ability to use self awareness and insight into self and others’ emotion to aid in cognitive processes to produce desired outcomes (Bar-On, 1997; Dulewicz&Higgs 2000; Goleman, 1998; Mayer, Salovey,&Caruso, 2000; McEnrue&Groves, 2006). One of the most frequently used instruments to measure emotional intelligence cited in this meta-analysis was the Mayer Salovey Caruso Emotional Intelligence Test (MSCEIT). The MSCEIT is an ability-based scale that measures the capacity to reason using feelings and the capacity of feelings to enhance thought.

Pertinent literature

A meta-analysis conducted by Van Rooy and Viswesvaran (2004) was of assistance in informing the current study of the relationship between emotional intelligence and effective leadership. It is important to note that the Van Rooy and Viswesvaran study focused on work place performance and emotional intelligence. Also critical to the validity of this analysis were studies that questioned whether emotional intelligence had a significant effect on leadership effectiveness (Brown et al., 2006; Buford, 2001; Collins, 2001; Schulte, 2002; Weinberger, 2003). For example, Antonakis’ 2004 study was included in the meta-analysis. Antonakis’ main argument against EI stems from commercial claims that El is apparently twice as important as IQ or technical skills for leadership effectiveness (see also Goleman, 1998). As stated by Mayer and Caruso (2002), EI is an important capability, but one that co-exists with other strengths and weaknesses. The inclusion of Antonakis’ study and other work that questioned the linkage of EI to leadership effectiveness or stated specifically that EI did not contribute to leadership effectiveness provide more credibility for the ultimate conclusions of the study. It is also important to note that in order to avoid publication bias many of the studies included in this study were unpublished. Publication bias often occurs in meta-analysis when an emphasis is placed on published studies. Published studies tend to favor the subject under investigation (Hamer&Simpson, 2002).

Methods

The purpose of this paper was to conduct a meta-analysis of appropriate studies to ascertain if a consistent, research-based link can be established between the concept of emotional intelligence and effective leadership. If this link can be established, it could have a significant impact on the evaluation of educational leaders in schools as well as other educational settings. This linkage would also have implications for the exercise of leadership in educational arenas.