|
Σύντομη
βιογραφία της συγγραφέως |
Κριτικές του άρθρου |
ISSN : 2241-4665
Ημερομηνία έκδοσης: Αθήνα 12 Νοεμβρίου 2019
«Η συναισθηματική νοημοσύνη στο
εργασιακό περιβάλλον του νηπιαγωγείου: Το σύγχρονο επαγγελματικό προφίλ των
προϊσταμένων νηπιαγωγείων»
Μαρία Βλάχου
Συντονίστρια Εκπαιδευτικού Έργου Νηπιαγωγών, MSc Επιστημών Αγωγής,
Μοντέλα Σχεδιασμού και Ανάπτυξης Εκπαιδευτικών Μονάδων
“Emotional
intelligence in kindergarten's working environment: The modern professional
profile of headmasters”
Maria Vlachou
Coordinator
Educational Work, MSc Education Studies, Models of Design and Development of
Educational Units
ΠΕΡΙΛΗΨΗ
Σκοπός του παρόντος άρθρου είναι
η παρουσίαση της σημαντικότητας της συναισθηματικής νοημοσύνης στον εργασιακό
χώρο του νηπιαγωγείου και η ανάδειξη της αναγκαιότητας ενός σύγχρονου
επαγγελματικού προφίλ των προϊσταμένων των νηπιαγωγείων. Πρόκειται για μια βιβλιογραφική
διερεύνηση που καταδεικνύει την αναγκαιότητα της πρακτικής εφαρμογής των
θεωρητικών δεδομένων και τεκμηριωμένων προσεγγίσεων της θετικής οργανωσιακής
συμπεριφοράς των αρχών της σύγχρονης εκπαιδευτικής διοίκησης. Στο πρώτο μέρος
του άρθρου αναφέρονται οι βασικές θεωρητικές έννοιες που σχετίζονται με τη
συναισθηματική νοημοσύνη στον εργασιακό χώρο της εκπαίδευσης. Εν συνεχεία,
παρουσιάζονται τα οφέλη της συναισθηματικής νοημοσύνης και η αναγκαιότητα
καλλιέργειάς της στο εκπαιδευτικό εργασιακό πλαίσιο του νηπιαγωγείου με στόχο
τη βελτίωση της ποιότητας και αποτελεσματικότητας της σχολικής μονάδας, καθώς
και τη διαμόρφωση θετικής κουλτούρας. Η σημαντικότητα του άρθρου εντοπίζεται
στη διατύπωση συγκεκριμένων προτάσεων αναπλαισίωσης και επαναπροσδιορισμού του
επαγγελματικού προφίλ των προϊσταμένων των νηπιαγωγείων που καλούνται να
επιτελέσουν ένα πολυεπίπεδο και πολυσήμαντο έργο πολλαπλών αναγκών και
απαιτήσεων ως επαγγελματίες της διοίκησης της εκπαίδευσης. Η αναγκαιότητα αυτή
απαιτεί μια μετασχηματιστική προσέγγιση του ρόλου τους με σκοπό τη
συναισθηματική ενδυνάμωση καθώς και την ενδυνάμωση της σχολικής μονάδας.
ABSTRACT
The purpose of this article is to present the
importance of emotional intelligence in kindergarten`s working environment and
to highlight the contemporary professional profile of the heads of
kindergartens. This is a bibliographic investigation that demonstrates the
necessity of practical application of the theoretical data and documented
approaches of the positive organizational behavior of the principles of modern
educational administration. In the first part of the article are mentioned the
basic theoretical concepts related to emotional intelligence in the workplace
of education. It then presents the benefits of emotional intelligence and the
necessity of cultivating it in the educational context with the aim of
improving the quality and efficiency of the school unit, as well as the
formation of a positive culture. The importance of the article is reflected in
the formulation of specific proposals for redefinition of the professional
profile of the heads of kindergartens who are called upon to carry out a
multilevel and multifaceted project of multiple needs and requirements as
professionals in the administration of education. This necessity requires a
transformative approach to the new role in terms of emotional empowerment as
well as empowerment of the school unit.
Introduction
The factor of emotional intelligence plays an
important role in the development of relationships in a modern work environment
(Cooper & Sawaf, 1996). Special emphasis has been given to leadership and
the importance of integrating the emotional factor into all forms and levels of
management (Mills & Rouse, 2009). Since education management is concerned
with issues of educational leadership and human resources, it assesses
interpersonal management, and therefore attempts to study the relationships
between education executives and teachers.
Especially in kindergartens,
supervisors have to manage a range and volume of unique situations in
particularly tight time frames and in unpredictable times, which can often lead
to confusion, insecurity, stress or even exhaustion. Managing them requires
high levels of emotional intelligence. Understanding the emotional reality of
the organization and mobilizing it is vital to the effectiveness of any
management (Goleman, Boyatzis & McKee, 2002). The importance of human
emotions and meaningful communication among school unit members, with emphasis
on the human factor, therefore needs to be highlighted.
This article examines all those
features of emotional intelligence that successfully describe the modern
professional profile of headteachers according to transformational leadership
models and that are structurally judged as interfacing, interacting, cohesive,
positive and humorous (Ashforth & Humphrey, 1995) for the purpose of its
empowerment and effective functioning (Passiardis & Passiardis, 2000).
1. The
concept of emotional intelligence
Investigating the emotional aspects of the
human mind confirms that emotions and intelligence are inherent in one's
professional life (Ashforth & Humphrey, 1995), supporting the understanding
of the consequences of one's behavior and adapting to one's environment and
enhancing human capital. Although it is difficult to give a precise definition
of a common understanding of the concept of emotional intelligence as it deals
with emotional space, there is nevertheless an overlap of scientific views
regarding the different management of interpersonal and interpersonal emotional
information (Petrides & Furnham, 2003).
The first use of the term is
credited to Payne (1986), but its roots can be traced back to the Darwin era
(1872) where the characteristics of emotional expression and social behavior
are explored. Since the 1990s, several researchers have dealt with the notion
of emotional intelligence (Bar-On, 1997· Martinez, 1997· Orioli, 1997· Petrides
& Furnham, 2001) and how it can affect both personal and personal
intelligence. the career path of an individual (Salovey & Mayer, 1997),
when many theoretical models of conceptual approach were developed. Emotional
intelligence is distinct as it can be isolated in the personality domain and
complex as it is partially determined by different personality dimensions
(Petrides & Furnham, 2000). It encompasses a person's specific abilities,
attributes and characteristics and relates emotional to social intelligence.
Each model measures the value of emotion as well as difficult measurable
concepts associated with it (e.g. self-knowledge, self-management,
self-activation, empathy, adaptability, etc.).
According to Salovey and Mayer
(1997), emotional intelligence is the set of skills that determine the
fluctuation of precision in the way people perceive, understand, and regulate
their emotions. Bar-On (1997) interlinks emotional and social intelligence by
constructing a mixed model by which emotional intelligence is defined as a
domain of personal, emotional, and social skills and competences that
influences the ability of each individual to achieve demands and pressures of
its environment. According to Goleman, emotional intelligence is defined as
one's ability to recognize one's own emotions and the emotions of others, to
manage them effectively and to motivate oneself for efficiency and good
performance (Goleman, 1995, 1998 ). The model of emotional intelligence he
created emphasizes the importance of achieving a positive climate and good
interpersonal relationships in the workplace through a combination of skills
such as self-control, self-awareness, credibility, social skills as well as
bonding and managing diversity. Orioli (1997) delineates the concept of
emotional intelligence in a context of smart tactics to ensure calm in
situations of stress, confidence in interpersonal relationships, and creativity
in the development of others.
Goleman's model, as a more complete
one, classifies emotional intelligence abilities into two major categories,
personal ability and social ability. Personal ability refers to one's ability
to feel and regulate one's inner emotional processes including concepts such as
self-awareness and self-regulation, as well as behavioral motivations. These
relate mainly to his social awareness, in which he perceives the feelings of
others, showing similar interest in them (Goleman, 2000). That is, the leaders'
self-awareness, to better recognize their emotions in decision making
(emotional awareness).
In addition, it refers to the
factors of adaptability and initiative, with which the leader controls emotions
and copes with the various situations that arise, taking advantage of the
opportunities presented to him. This is complemented by the self-control
capability it can develop (Kafetsios & Zampetakis, 2008), with good control
over its impulses. Undoubtedly, in order to be successful, a leader must know
the emotions and behaviors of his/her subordinates, while at the same time
enhancing the educational work (Goleman, Boyatzis & McKee, 2014) creatively
and innovatively. It also needs to be aligned with the goals of the team, to
show optimism and perseverance in pursuing the goals despite the obstacles and
difficulties.
Social competence determines how
well one handles their relationships and is capable of provoking others the
reactions they want. Concepts such as influence, communication, disagreement
management and the cultivation of bonds, partnerships and cooperation, and the
creation of group cohesion are considered to be particularly important.
1.1. The
importance of emotional intelligence in the kindergarten workplace
Recognition and regulation of emotions in the
workplace are extremely important as these processes appear to determine
employees' thoughts, attitudes, and behavior (Weiss & Cropanzano, 1996) and
management (Goleman, 2011a), and are closely linked to the degree of job
satisfaction (Gross & John, 2003) and the way in which subordinates
perceive the authenticity of leadership (Mitchie & Gooty, 2005) and
influence collaboration, constituting a coherent link between members of the
educational organization. Recognition of the value of emotions from the
perspective of effective self and others management (Kafetsios, 2003) is a
regulatory factor in employees' professional performance (Goleman, 2000· O` Boyle
et al., 2011) and on group effectiveness (Farh et al., 2012).
Kindergarten as a social system (Hoy
& Miskel, 2001) is the ideal environment for the cultivation of emotional
intelligence skills as it requires detailed and careful manipulation at the
level of decision making, conflict management, promoting justice and trust,
empowering and nurturing active participation, choosing learning methods and
tools, and cultivating values. Undoubtedly, for supervisors and teachers,
developing skills that focus on the ability to distinguish, recognize and
manage emotions (their own and others') (Platsidou, 2010) is a challenge as well,
in the context of their role, they must know how to "carry out work on an
emotional and conceptual level" (Heifetz & Linsky, 2002:116).
The demanding management of diverse
and complex needs in the working environment of the kindergarten presupposes
the strong presence of an effective person to lead. A number of difficulties
emotionally weaken the bosses and push them to a simple management address with
possible administrative errors or omissions.
A major difficulty relates to the
obligation within the working hours of the simultaneous execution of teaching
and administrative tasks in conjunction with the increase in administrative
requirements. The time deficiency parameter combined with the simultaneous
actions of increased and varied demands are a source of stress, anxiety and
emotional exhaustion (Hochschild, 1983). Completion of obligations is disrupted
or interrupted and often becomes uninterrupted. Often, principals extend their
time in the school environment beyond their working hours to fully perform
their administrative tasks (Argyropoulou, 2007) without support. This has an
impact on their performance as their enthusiasm for work diminishes and they do
their best. The excitement depends on the emotion and its management in order
to keep it alive, active and thriving. It should be remembered that the feeling
of activation and excitement about the educational framework provided and the
quality of the educational work through emotional transmissibility (Newcombe
& Ashkanasy, 2002) is reinforcing.
At the same time, the existence of
small associations of teachers creates a malfunction at the level of
communication, sharing of responsibilities and decision making. The development
of interpersonal transactional relationships within the members of the
association is a parameter to be explored. The organizational climate in the
school environment with the harmonious coupling of the human factor and the
goals that the system is trying to fulfill is also a point of interest
attributed to the kindergarten supervisor. Culture reflects the culture of the
kindergarten and is reflected in the school environment where assumptions
related to human nature, human relationships, human values and
emotions are outlined.
Frequent transfers of
kindergarteners due to transfers and secondments are forcing continuous changes
that are likely to adversely affect the continuity of kindergarten management.
Discontinuity has been a deterrent to the creation of strong coherent links
between teachers, and possibly to the relevance of expectations. Opportunities
for quality feedback are limited and balances are fluid. This reality alienates
the school unit from a positive sign in the consciousness of the education
system and the principal is tasked with an extremely difficult task.
Such conditions obviously contribute
to the denial or disengagement of kindergarten teachers (Argyropoulou, 2007) by
developing negative emotions in their work environment. However, positive
workplace emotion is a key factor in organizational behavior (Wright &
Staw, 1999) and its role in the leadership process is important and fundamental
(Barsade et al., 2003· George, 2000· Humphrey, 2002). Nursery supervisors are
the main drivers of their effectiveness. In particular, emotional intelligence
and emotion regulation of bosses and teachers are the independent variables,
whereas job satisfaction, positive and negative feelings at work, and the
relationship that develop through the interaction of existing teachers and
managers, areas of work experience. At the same time, group cohesion is
controlled, as a mediating variable, on the effect of the above characteristics
on the dependent.
1.2. Emotional
intelligence and educational leadership
The leader is defined by a network of behaviors
that he uses, through a sense of mission and vision for the organization, in
order to achieve the goals he has set, by influencing the behavior of his
subordinates (Passiardis, 2004). Newer views of leadership focus on the
emotional influence that the leader exerts on the team of subordinates,
influencing their emotions, their perceptions, and therefore the behavior they
adopt in the performance of their tasks. (Goleman, Boyatzis & McKee,
2002· Hoy & Miskel, 2005· Humphrey, 2002· Zaccaro, 2007). In
short, the center of importance becomes the human being and in terms of the
diffusion of purpose, vision, values, culture and less planning and control
(Bourantas, 2005).
Leadership is based on the
interaction and building healthy relationships and, therefore, has an impact
and is interconnected with the behavior of all members of the organization. According
to Goleman, Boyatzis and McKee (2014), it is important for the leader to have
self-awareness, empathy, listening attentively, and being co-ordinated with his
or her associates to bring out the best in themselves. Effective management
starts with the employee's emotional duty, in addition to his or her
conventional duties, to effectively delegate responsibilities, make the most of
the time and talents of employees, and enhance their commitment. Marzano,
Waters and McNulty, (2005) argue that, although educational and pedagogical
knowledge are necessary for an effective educational leader, technical skills
alone are not sufficient. Thus, the emotionally intelligent boss promotes
visions that touch the passion of those involved, cultivates inspiration and
belief in the mission of the kindergarten and, above all, knows how to persuade
teachers that their job makes sense. This process of awakening, adhering to
high goals, highlighting the diversity and diversity of team talents, focusing
on collaboration, professional satisfaction, passion and trust among team
members, is achieved through the ability of the educational leader:
·
Establish
common accepted rules.
·
Enhance
collective self-awareness, monitor and process emotional tone at school,
helping to recognize individual disharmony and improve climate and culture.
·
Facilitate
the diffusion of positive emotions at school, emphasizing the cooperation and
consensus of all involved.
On the basis of the above, the
success of educational leaders relates to their ability to flexibly work with
teachers to co-create a coherent school culture. Undoubtedly, it is important
for leaders to develop a vision for the mission and goals of the school,
inspiring and engaging all members of the school community (Bourantas, 2005· Papaloi,
2012). Such an attitude activates a sense of confidence, strengthens team
spirit, cooperation, optimism, empathy, self-control and self-interest of the
members, and leads to genuine behavior and genuine interest in the other. All
of the above points are summarized in an "emotionally intelligent"
leader with a modern professional transformational profile.
2. Adopting
a mixed theoretical model of emotional intelligence in the context of
transformational leadership
The theory of transformational leadership has
been prominent in contemporary studies of leadership (Burns 1978), while being
directly linked to emotional intelligence (Bass, 1985). Bass (2002), who
correlated the cognitive, social, and emotional components of intelligence with
transformational dimensions of leadership, demonstrated that these components
of intelligence are useful in the effectiveness of transformational leadership.
That is, it has been found that those who are established as successful and consistent
leaders are those with basic social, emotional, behavioral, and cognitive
abilities, in interpreting different occasions because they have extensive
behavioral repertoire, so they can choose appropriate behavioral (Bass, 2002·
Zaccaro, 2007). They are individuals with the ability to adapt their behavior
and a high degree of influence and inspiration to their subordinates (Bass,
1990).
Research also confirms that applying
transformational leadership (Bass, 1985· Bennis & Nannus, 1986· Kouzes
& Posner, 1996· Tichy & Devanna, 1986) leads to team satisfaction and
efficiency (De-Groot et al., 2000· Lowe et al., 1996· Srivastava &
Bharamanaikar, 2004). Modern educational leaders must value diversity, social
justice and interdependence (Eagly & Johnson, 1990). Thus, the nature of
school leadership is changing and becoming more complex, less predictable, less
structured and more entrusted with many responsibilities that are potentially
summarized as follows:
1. Technical skills: They include the know-how and
specialized training, but also their skills in relation to the teaching staff
(realistic targeting, planning, consulting and guidance).
2. Interpersonal skills: They include the skills of
organization, guidance, motivation, cooperation, communication and coordination.
3. Abstract Thinking and Conceptual Skills: They include
the ability to perceive and understand the school unit as a whole with internal
connection points (Koutouzis, 1999).
Taking into account the theoretical
models of emotional intelligence mentioned above and the interconnection of
emotional intelligence with transformational leadership, a mixed model of
emotional intelligence within transformational leadership is proposed. This
model promotes the anthropocentric element and emphasizes the variety and
emergence of human emotions and effective communication with school staff.
A concise attempt to sketch the
image of the educational leader who responds to this model is to take into
account the political, educational and economic context in question and to take
into account the scope for operational adjustment and self-improvement. With
this clarification, the potential representative image of the transformational
and emotionally intelligent leader is identified in the following interlinked dimensions:
vision creation, goal formulation, intellectual stimulation, personalized
support, creative modeling, visual modeling, productive school climate and the
development of decision-making structures.
A key prerequisite, however, for
reshaping the professional profile of kindergarten directors is the development
of a dynamic exploration of the clarity of the mission of the kindergarten
which is reflected in the daily practices of its members. Identifying the
agreement between the values and practices applied and the
outline of the kindergarten's emotional capacity are areas that need to be
taken seriously.
When the kindergarten is directly
confronted with its emotional reality, it experiences a sound re-examination of
the practices that create and maintain this reality. The ability of the
organization to identify its weaknesses by opening a dialogue with all involved
gives it an important advantage and the ability for the organization to
overcome difficulties and risks.
At the educational unit level, the
educational leader's interest in creating an emotionally intelligent
kindergarten should be focused on the kind of harmony that mobilizes
individuals emotionally and mentally at a collective level, refreshing their
interest and connecting them with their interest a vision of what they could be
themselves.
Understanding the existing culture,
operating rules and practices in kindergarten, as well as determining the ideal
situation, can form the basis for its transformation into an emotionally
intelligent organization. In particular, the systematic evaluation and
evaluation of the emotional image presented by the school can be detected and
quantified by qualitative and quantitative measuring tools through the process
of dynamic inquiry (Goleman et al., 2014). The dynamic inquiry approach reveals
the emotional reality of the school organization and addresses the inactivity
of the school, involving team members (teachers, students, parents) and
identifying:
a) What are the points of interest of teachers and students?
b) What are the tools for enhancing teachers and what is
the content of their training needs?
c) How groups behave and how they should be organized.
d) What are the areas of support for the school unit?
e) What are the points to be removed?
It is a multi-faceted developmental
process that goes through the individuals, groups and culture of the
organization. It is the "roadmap" for changing the culture of the
organization, with effective senior management commitment and effective
involvement of all those involved in the implementation of the shared vision. According
to Goleman, Boyatzis and KcKee, (2014), this process involves three phases:
·
Discovering
the existing emotional reality of the school unit in which the values
of the group and the school organization are identified. The
process includes discussions with teachers on concepts such as: culture, goal,
needs, ambition to accelerate processes and commitment to strategy
implementation.
·
Creating
the image of the 'ideal' school through the introspection of each member and
evaluating their needs, values, aspirations and practices. Collective
participation is essential, while the leader's role in coordinating and
harmonizing the school unit is crucial, as well as adopting new behaviors and
abandoning dysfunctional practices that do not exploit the human factor.
·
Maintaining
emotional intelligence in the school unit. It is achieved through support for
the shared vision emanating from the consistent action of the educational
leader and the creation of systems that support emotional intelligence
practices (e.g. consolidation of healthy relationships, streamlining
organizational processes, respect, training, participatory decision-making).
The visioning dimension is about
effectively conveying the idea and mission of the school unit to the teaching
staff, students and parents through the individual stigma of the school unit
that is embedded in the consciousness of the wider community. The vision
reflects the character that the school unit has developed, the productive culture
it brings to the organization, and the particularities that differentiate it.
It concerns a clearly formulated mission (Passiardis, 2004· Shaitis, 2005), but
also the targeting of expectations by all stakeholders (Shoemaker & Fraser,
1981) for maximum effective operation (Robbins & Judge, 2011) and high
performance.
According to Leithwood and Poplin
(1992), transformational leadership leaders strive for the development and
professional development of teachers, involved in improving the unit and
defining its mission. They provide them with the right help to develop a
professional culture, effectively and critically involved in resolving the
various difficulties that arise through group discussions. Educators
experiencing transformational leadership style are positively influenced by
their commitment to behavior change, expectations, and motivation for high
performance while cultivating their potential. The result is an increase in
self-esteem and a progressive disposition towards a holistic approach to
educational work with teamwork and a sense of mutual help (Leithwood &
Jantzi, 2006) that support a common cause. Teamwork stems from a positive
climate of meaningful relationships and communication in which positive
feelings of empowerment and feedback develop. It is in fact cultivating a
fertile ground for transformations for teachers and the leader himself (Bass
& Avolio, 1993) who, by overcoming themselves, are professionally reshaping
their role.
This refinement is built, inter
alia, by the adoption of good practice modeling and the introduction of
innovations (Huber, 2004). Innovation is an organizational change that
encompasses a new idea and signifies a potential organizational intelligence
that in any case is a driving force for school unit members to attach value and
quality to the educational work.
Conclusions
This article, highlighting the objective
difficulties that arise in the management of modern day nursery environments
and, consequently, the possible expected administrative disadvantages of
bosses, suggests the importance of emotional intelligence in these contemporary
workplace educators and presenters. The reshaped role of the bosses is
effectively supported by the combination of a mixed emotional intelligence
model and the principles of transformational administration. In any case,
emphasis and value is placed on human emotions and their management in the
context of human relationships. Feelings in the workplace of the kindergarten
construct a powerful conceptual construct of high importance both at the level
of conflict management, as well as at the level of decision making and building
strong professional relationships.
Cultivating positive organizational
behaviors (Peterson & Seligman, 2004) in the school environment is
important for teacher well-being and performance, school organization
effectiveness (Judge & Ilies, 2004) and students' all-round development.
Consequently, the development of basic IT skills in teachers is considered
necessary as it enhances their sense of job satisfaction, active participation,
motivation and professional development (Spreitzer et al., 1997).
Undoubtedly, this kind of approach
to kindergarten as an emotionally intelligent organization and promoting
positive organizational behavior is a difficult task and a challenge for
educational leadership. However, it is important that emotionally intelligent
executives invest in the creation of a strong value system that will act as a
catalyst for change and empowerment of organizational culture (Luthans &
Avolio, 2003). At the same time, emphasis should be placed on the coordination
and mobilization of individuals on an emotional, intellectual and collective
level through the process of dynamic inquiry that reveals the emotional reality
of the kindergarten and can serve as the basis for change and transformation
emotionally intelligent school unit.
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