INTRODUCTION:

Emotionally intelligent leaders have been found to be more perceptive to their own emotions and the effect they have on others. Thus, corresponding to the concept of emotional intelligence and emotional self-understanding, leaders must also be capable to recognize their own feelings. The leadership skill is of paramount importance as the educational managers need to interact with staff and students frequently.

They must also be empathetic toward their followers. Within the large literature on leadership, emotional intelligence is probably gaining more attention than any other current theory. A leader who has the ability to solve the problems which arise in the group or organizations is considered to be effective and vice versa. Goleman (1998a, 1998b) argues that emotional intelligence is a pre requisite of successful leadership. The leadership skill is of paramount importance as the educational managers need to interact with staff and students frequently. These interactions require leaders to engage their emotional intelligence related skills, such as empathy, self-awareness, motivation, social skills, self-confidence, organizational memory, conflict management, teamwork, and cooperation. When applied skillfully and effectively, leaders interactions with the various people they encounter can create positive changes and encourage flexibility in both communications and decision making as needed. In particular, when followers experience positive or negative events, leaders need to understand how their followers feel and what situations are responsible for the particular feelings. In essence, leaders need to have the ability to inspire and arouse their followers emotionally. Emotional intelligence is one of the most important predictors of organizational success. Leaders are evidently human beings with a wide variety of emotions potentially accessible to them. Emotionally Intelligent leaders are capable of regulating their own emotions and the emotions of others and use this emotional information in decision-making to achieve creative, resourceful and positive outcomes. Such leaders are able to identify themselves with their followers. They have the capability to communicate their vision and passion, and can also form positive and constructive relationships with their followers. Emotional intelligence therefore seems to be an important catalyst of leadership which tends to act as a medium of understanding with the followers. Particularly, Emotional intelligence enables leaders to communicate team goals and objectives and instills passion in members, to persuade flexibility, and to establish collaboration, trust, and identity themselves within their work teams. Developing such emotional intelligence abilities in leaders would demand modeling, training, practicing, and rewarding the desired behaviors.

Bradberry and Greaves (2009) found emotional intelligence is the single most significant predictor of performance in the workplace. The competencies such as emotional intelligence, integrity, drive, leadership motivation, self confidence, intelligence and knowledge of business are essential for effective leadership. The principles of leadership are timeless because, in a rapidly changing world, human nature remains a constant. As leadership facilitates to maximize efficiency and effectiveness to achieve organizational goals therefore it is an important function of management. It has paramount importance in present competitive business environment, because with the help of leadership a company will face all the problems very efficiently.

A review of the literature shows that emotionally intelligent leaders perform better in the workplace (Goleman, 1998a; 1998b; 2000; Watkin, 2000). It also reveals that leaders with high EI use positive emotions to improve their decision-making and leadership in organizational settings (George, 2000). Also, Ashkanasy and Tse (2000) and Lewis (2000) have claimed that effective leaders are recognized as using emotion to communicate a vision and to elicit responses from their subordinates. Leadership researchers have demonstrated that effective leaders should have good EI because it is considered vital in inspiring subordinates and building strong relationships (Bass 1998; Goleman, 1998a). Followers, accordingly inspired, become committed to the leader's vision and, ultimately strive to achieve the organizational goals. Successful leadership today is regarding how leaders manage themselves in a healthy way and how well they manage others. It is not about intellectual capabilities or technical proficiencies, it is about personal characteristics and human qualities that include empathy and consideration, flexibility, and influence. In addition, leaders high in emotional intelligence have the capability to manage their own emotions and the emotions of their followers so that the followers are confident and optimistic about their performance and their personal contributions to the organization. Emotional intelligence is necessary for measuring, selecting, and developing managers. Leaders, who are able to read employees well, will be better prepared to mediate them in emotionally challenging circumstances to provide them with support and appropriate modeling (Ashkanasy N.M., 2001). The skills usually possessed by emotionally intelligent people, like flexibility, conflict management, persuasion and social reasoning, become increasingly important with advancing levels in leadership hierarchy (Mandell and Pherwani, 2003).

Leaders who are able to perceive their own emotions and the emotions of their followers may be more effective at recognizing how their emotions can be used to earn the respect of their followers (Barling et al., 2000; George, 2000). Such a leader can use self expression to communicate accurately the goals of the organization and earn the respect of followers (Shamir et al., 1993). Leaders possessing the ability to perceive their followers’ emotions will be more effective at understanding how to encourage them to engage in imaginative thinking and creative problem-solving (Megerian and Sosik, 1996). Effective leaders have the ability to differentiate between emotions that are genuine and those that are not genuine, and to differentiate between real emotions and expressed emotions (George, 2000). Effective leadership involves problem solving, understanding people and social systems (Marshall-Meis et al., 2000; Zaccaro et al., 2002). Leaders who understand their own emotions and the emotions of their followers may be more skilled at solving problems and encouraging their followers to engage in problem solving activities.

HYPOTHESES:

H₁: Emotional intelligence traits differ significantly across the educational qualification of the respondents.

H₂: Emotional intelligence traits differ significantly across the job experience of the respondents.

H₃: Leadership Styles differ significantly across the educational qualification of the respondents.

H₄: Leadership Styles differ significantly across the job experience of the respondents

H₅: All five traits of emotional intelligence have a significant influence on leadership styles of the respondents.

H_5a: All five traits of emotional intelligence have a significant influence on transactional leadership style of the respondents.

H_5b: All five traits of emotional intelligence have a significant influence on transformational leadership style of the respondents.

H_5c: All five traits of emotional intelligence have a significant influence on laissez faire leadership style of the respondents.

METHODS AND PROCEDURE:

Questionnaires were sent to 250 leaders of the government and private educational institutions in various districts of Himachal Pradesh. These included the directors, deans, principals and the head of departments of the respected educational institutions. A total of 198 participants responded to the questionnaire (79 percent respond rate). A total of 125 respondents were male and 73 female.

Measures:

Emotional Intelligence Scale:

The instrument ‘Developing Emotional Intelligence’ by Weisinger was used to measure the emotional intelligence of the respondents. The instrument measures emotional intelligence. This instrument was used because the scale construction has given importance to the dimension ‘Relating Well’ and ‘Emotional Mentoring.’ This is pertinent to the study as the study is aimed at measuring Leadership styles of educational managers. The instrument comprises 45 items measuring the five dimensions of emotional intelligence, viz., Self Awareness, Managing Emotions, Self Motivation, Relating Well and Emotional Mentoring. Higher scores relate to high El and lower scores relate to low El. The five dimensions have statements distributed as: Self Awareness (11), Managing Emotions (8), Self Motivation (6), Relating Well (13) and Emotional Mentoring (7).

LEADERSHIP STYLE SCALE:

Different leadership styles were assessed using multifactor leadership questionnaire. The MLQ defines the terms and measures the constructs of Bass’s leadership model and was developed based on the Full Range Leadership Model designed by Avolio and Bass (1995). The MLQ Form 5X is a self-reporting questionnaire consisting of 45 questions addressing how often the participant’s supervisor displays a spectrum of leadership behaviors (Gardner and Stough, 2002). The sub-scales in the MLQ 5X is based on (a) the elements of transformational competencies: individual consideration, intellectual stimulation, idealized influence, inspirational motivation; (b) three transactional competencies: contingent reward, active management-by-exception, passive management-by exception; and (c) the laissez-faire leadership style. (Avolio, Bass and Jung, 1995; Howell and Avolio, 1993).

Demographic Characteristics of the Respondents:

The demographic variables included in the study are educational qualification and job experience of the respondents. The distribution of sample has been shown in table 1.

Table 1: Distribution of sample

Demographic variables	Categories	Frequency
Educational Qualification	Graduate	14
	Post Graduate	43
	M.Phil	41
	Ph.D	88
	Post Doc	12
Experience	<5 years	15
	5-10 years	51
	11-15 years	25
	16-20 years	39
	21-25 years	35
	26-30 years	33

Reliability Coefficients of the Scales Used:

The reliability coefficients of emotional intelligence scale and leadership style scale have been shown in table 2.

Table 2: Reliability Coefficients of Variables

	Emotional Intelligence	Leadership Styles
Number of items	45	45
Cronbach Alpha	.87	.84

Analysis:

To arrive at significant results, the collected data was put through a statistical analysis using SPSS (20.0) package. The tools, which were employed to test the drafted hypothesis for analysis included: T-test, analysis of variance (ANOVA) and correlation. The data was tabulated for each variable.

FINDINGS OF THE STUDY:

The demographic variables chosen for the study were educational qualification and job experience. Following are the hypotheses that were developed with the aim of testing whether emotional intelligence and leadership styles differed significantly among different demographic groups.

H₁: Emotional intelligence traits differ significantly across the educational qualification of the respondents.

H₂: Leadership Styles differ significantly across the educational qualification of the respondents.

To analyze whether the emotional intelligence traits were significantly different among various categories of educational qualification one way ANOVA was run. Table 3 shows that there is a significant difference towards all emotional intelligence traits (p<0.001) except relating well (p=0.055). The mean scores of emotional intelligence differed across all the categories of educational qualification. The respondents with educational qualification Ph.D and post doc were found to display the highest emotional intelligence traits in comparison to the other categories. Self awareness had the highest mean score (M=37.51, S.D=7.43) which was displayed by the respondents with a Ph.D degree whereas the lowest mean score was self motivation which was displayed by the graduate respondents (M=14.00, S.D=3.46). Emotional mentoring was found be highest amongst the respondents who were post doctorate (M=33.25 and S.D=5.81). Therefore it may be concluded that the respondents across the five categories of educational qualification had different emotional intelligence traits. Thus, hypothesis H₁ has been accepted. To analyze whether leadership styles were significantly different among various categories of educational qualification one way ANOVA was run. As exhibited in table 3, only transactional leadership style (p=0.0001) and overall leadership style (p=0.002) differ significantly on the basis of educational qualification of the respondents. Majority of the respondents were found to display transformational leadership style. The respondents in the category of post doctorate were found to be highest in practicing transformational leadership style (M= 67.33and S.D =15.38) which was followed by the respondents with a Ph.D degree (M=66.86 and S.D =15.19). Laissez faire leadership style was adopted by a very few respondents. Respondents with a graduate degree were found to display more laissez faire leadership style (M=10.25 and S.D =2.98). The mean scores of emotional intelligence differed across all the categories of educational qualification. As significant differences were found only for transactional leadership style and overall leadership style therefore hypothesis H₂has been partially accepted.

Table 3: One Way ANOVA Emotional intelligence traits and leadership styles: Educational qualification

Variables	Graduate		Post Graduate		M.PHIL		Ph.D		Post Doctorate
Variables	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	F	Sig
Self Awareness	28.50	2.51	32.06	7.74	30.80	8.06	37.51	7.43	35.25	6.75	7.70	0.000
Managing emotions	15.50	1.29	19.48	4.98	20.22	5.25	23.83	4.60	23.66	3.79	9.92	0.000
Self Motivation	14.00	3.46	19.30	4.73	19.25	5.51	22.02	4.65	24.66	3.82	7.38	0.000
Relating Well	27.00	3.65	25.72	5.16	25.54	5.67	28.01	4.78	27.08	4.98	2.35	0.055
Emotional Mentoring	28.50	6.45	27.03	8.38	28.58	7.54	31.71	6.78	33.25	5.81	3.88	0.005
Overall EI	113.50	10.11	123.60	25.80	124.1	26.63	143.0	20.76	143.91	17.42	8.94	0.000
Transactional	25.25	5.05	31.12	6.55	31.68	8.21	34.88	6.66	36.58	6.65	4.72	0.001
Transformational	46.75	12.23	59.91	16.17	59.45	17.17	66.86	15.19	67.33	15.38	3.55	0.008
Laissez Faire	10.25	2.98	8.36	2.63	9.00	2.51	8.70	2.75	7.33	2.83	1.53	0.193
Overall Leadership Style	82.25	18.73	99.39	20.97	100.13	24.37	110.45	20.54	114.25	21.83	4.31	0.002

Table 4: One Way ANOVA Emotional intelligence traits and leadership styles: Job Experience

Variables	<5		5-10		11-15		16-20		21-25		26-30
Variables	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	Mean	SD	F	Sig
Self Awareness	29.57	8.44	31.98	7.85	34.76	9.61	36.79	6.91	36.60	7.47	38.30	7.06	3.50	0.003
Managing emotions	18.14	4.74	19.88	4.87	21.52	5.26	23.69	5.59	23.51	3.83	24.69	4.34	5.51	0.000
Self Motivation	20.28	6.65	18.27	4.40	21.20	5.02	23.43	4.69	22.94	4.84	20.75	4.48	5.67	0.000
Relating Well	24.57	5.62	24.90	5.04	27.32	5.08	28.41	5.44	7.80	3.85	28.66	4.81	3.28	0.004
Emotional Mentoring	25.57	9.62	27.13	7.49	29.48	8.00	32.43	7.08	32.34	6.03	32.42	6.22	4.12	0.001
Overall EI	118.4	32.48	122.17	23.61	134.28	26.38	144.76	23.37	143.20	16.78	144.84	19.05	6.69	0.000
Transactional	29.29	5.79	30.84	7.21	32.88	6.74	35.05	6.13	34.57	7.53	36.27	7.22	3.29	0.004
Transformational	52.14	16.17	61.12	17.17	62.96	16.22	65.59	14.88	65.60	15.72	68.09	15.82	1.53	0.169
Laissez Faire	8.14	2.79	8.53	2.55	9.16	3.30	9.00	2.50	8.17	2.58	9.27	2.51	1.18	0.135
Overall Leadership Style	89.57	21.42	100.49	22.32	105.00	22.43	109.64	19.60	108.34	22.63	113.64	21.59	2.40	0.029

DISCUSSION:

The present study seeks to explore impact of two demographic variables i.e. educational qualification and job experience on emotional intelligence and leadership styles of the educational managers in government and private educational institutions in Himachal Pradesh. The study also explored the relationship between the two variables. The data analyses shed light about participants’ overall responses regarding demographics in relation to emotional intelligence and leadership styles. It was found that both emotional intelligence and leadership style are related to educational qualification and years of job experience. The results of demographic survey indicated significant differences between educational qualification and emotional intelligence traits. Thus, emotional intelligence traits varied according to the qualification of the respondents. The respondents who had a doctoral and post doctoral degree were found to be high on emotional intelligence traits in comparison to the other categories. This indicated that higher education enhanced the self-perceived emotional intelligence of the respondents. One way anova conducted to understand the relation between Educational Qualification and Emotional Intelligence proves that there is a relation between the two variables. It was found that generally emotional intelligence increased with the educational qualification this is a very interesting observation as education is a socialization process too where a lot of adjustments and management of self and others is involved. Similar results were reported in the studies conducted by Goleman (1995) and Bayrami et.al. (2009) who concluded that Education level has a great influence on emotional intelligence.

Similarly the results of one way anova conducted to check significant differences in job experience and emotional intelligence indicated that there were significant differences between job experience and emotional intelligence traits. It was found that with an increase in the job experience emotional intelligence too increased as experience at a particular job helps in acquiring job related skills which naturally help in Accruing Emotional Intelligence.The finding further shows that working experience has the capacity to predict emotional intelligence. The result is in consonance with that of Salopek (1998) who opined That emotional intelligence tends to increase as one matures and gain experience. Also, similar results were found by Click (2002) who established that administrative experience enhanced self awareness. The probable explanation for the result could be attributed to employees' interaction with people of diverse background and tastes in the course of working career. They may have therefore acquired people oriented skills in the course of such interactions. This result was also in line with the findings of (Salovey and Mayer, 1990) and Kumar and Muniandy (2012) who also showed that the Emotional intelligence developed with increasing experience. The results of the study indicated that significant differences existed in relation to educational qualification for transactional leadership style and overall leadership style. Similar results were reported by Barbuto et al. (2006) who found significant differences among educational level groups. Consistent with these findings, Shadare (2011) found that a manager with higher education tends to be more efficient on the job than one with a lower educational achievement. Majority of the leaders were found to display transformational leadership style irrespective of the level of education. This could be attributed to the fact that as the current environment is characterized by uncertainty, turbulence, and organizational instability; leaders need to be visionary, inspiring, daring, risk-takers, and thoughtful thinkers. These leaders identify the needed change, create a vision to guide the change through inspiration, and execute the change with the commitment of the members of the group. Significant differences were found only in relation to transactional leadership style and job experience. Schein (1997) stated that the main influence of the principal’s leadership style and type of leadership is the increase in experience in leading others. In a related study on the performances of principal by Okolo’s (2001), results showed that there was a significant difference in performance between principals with duration of experience ranging from 4 to 11 years and those with 20 years of experience and above. No significant differences were reported for job experience in relation to transformational leadership style as well as laissez faire leadership style this finding contradicted previous finding of Van Vugt (2006) who stated that, with increasing experience in the work place, the employees tend to change better in their leadership style. But in the present study no such differences were noted in case of transformational and laissez faire leadership style.

The results of Pearson correlation indicated the presence of strong positive significant relation between emotional intelligence and transformational leadership style. Similar results were reported in many studies (Sivanathan and Fekken, 2002) which indicated that there is a significant and direct relationship between emotional intelligence and transformational leadership style. This indicated that these leaders had a conscious knowledge of their own character, feelings and emotions and had the capability to modulate and control them. They motivated their employees to work for more than what was expected of them. These leaders were always ready to help others to manage their emotions, communicate effectively and resolve conflicts. Similar results were also reported for transactional leadership style but the association was not as strong in comparison with transformational leadership style. Same results were found in a study conducted by Vito, Higgins and Denney (2014) who supported transactional leaders to use emotional intelligence applications as they see rewards and punishments are another form of managing people through emotions. Unexpectedly, a negative correlation was found between emotional intelligence and laissez faire leadership style. The findings were in line with the previous study of Gardener et al (2002) who supported the existence of negative relation between transformational leadership style and overall emotional intelligence. The leaders who avoid taking responsibility and accountability, are absent when required and have very less interactions with the subordinates were found to be very low on identifying their own emotions and the emotions of others. They were incapable of getting along with others and fitting in with others in a social situation. Such leaders who lacked emotional intelligence could not be identified as effective leaders.

CONCLUSION:

The study empirically investigated the influence of educational qualification and job experience on emotional intelligence and leadership styles. It also aimed at finding the relationship between emotional intelligence and leadership styles of educational managers of higher educational institutions. The results of the study showed significant confirmation in respondents’ responses regarding the influence of demographic variables educational qualification and job experience on emotional intelligence and leadership styles. Major finding of the study was positive correlations between emotional intelligence traits and transformational and transactional leadership styles were observed. These correlations show the dimensions of emotional intelligence that generate particular leadership style. The study also revealed a negative relationship of emotional intelligence and laissez faire leadership style which indicated that as emotional intelligence increased laissez faire leadership style decreased and vice versa. As leadership is regarded as one of the most important factors to succeed in educational institutions therefore, emotional intelligence skills and leadership styles must be learned, developed, and mastered; these important skills are needed in effective leaders, to achieve organizational success and to understand their current situation in addressing the complexity of change and the impact of change initiatives in employees’ affective behavior. Emotional intelligence is important to achieve desired levels of performance and to succeed leaders are required to learn, develop, and master emotional intelligence and transformational leadership skills while simultaneously mastering the skills of the transactional leadership style, given that both leadership styles work best conjointly. It may be concluded that educational leaders must be capable of distinguishing the emotions that are being experienced and expressed in the followers. It is very important that these leaders are capable of managing both positive as well as negative emotions not only in themselves but also in the followers. In order to instill security, trust and satisfaction amongst the followers it is necessary for the educational leaders to maintain a positive appearance by displaying emotional intelligence traits.

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Received on 27.10.2017 Modified on 13.12.2017

Asian Journal of Management. 2018; 9(1):419-426.

DOI: 10.5958/2321-5763.2018.00064.1

	Transactional Leadership	Transformational Leadership	Laissez faire Leadership	Overall Leadership Style
Self Awareness	.246**	.272**	-.075	.269**
Managing emotions	.313**	.352**	-.061	.351**
Self motivation	.288**	.274**	-.009	.292**
Relating well	.101	.111	-.035	.109
Emotional Mentoring	.130	.102	.025	.120
Overall Emotional Intelligence	0.269**	0.274**	-0.039	0.284**