| There is a growing need for school administrators who are able to address the social-emotional needs of their staffs, students, and families as well as to handle the complex pressures of the job. Researchers (for example, Cooper, 1997; Beairsto, 1999; Fullan, 2002) argue that leaders are not always equipped with the skills necessary to deal effectively with the needs of the organization. Some (for example, Mayer & Salovey, 1990, 1997; Goleman, 1995, 1998) suggest that effective leadership skills require an understanding of the skills associated with emotional intelligence. Others (Lazarus & Folkman, 1980, 1984; Moos, 2003) argue that coping skills are critical for managing stress and leading effectively. The purpose of this study was to examine the relationship between principals' leadership effectiveness, emotional intelligence, and coping mechanisms for stress. It also sought to explore whether emotional intelligence and coping mechanisms for stress are predictive of leadership effectiveness when other characteristics of school leaders are held constant.; There were 65 participants in this study. Each participant was the principal of a public middle school in Massachusetts and was also a member of the Massachusetts Secondary School Administrators Association during the 2005-2006 school year. This study relied on survey research methodology and data was collected using existing measurement scales with some adaptations. Kouzes and Posner's (2002) Leadership Practices Inventory (LPI) was used to measure Leadership Effectiveness; Mayer, Salovey and Caruso's (2000) Emotional Intelligence Test (MSCEIT) was used to measure Emotional Intelligence, and; Moos' (2003) Coping Responses Inventory was used to measure Coping Mechanisms for Stress. In order to examine the relationship between Leadership Effectiveness, Emotional Intelligence, and Coping Mechanisms for Stress, correlation coefficients were calculated. Multiple regression techniques were used to explore the relationship between Leadership Effectiveness, Emotional Intelligence, Coping Mechanisms for Stress, and other important covariates.; Correlation analyses revealed a negative relationship between Total Emotional Intelligence and Total Leadership Scores, which suggests that ability-based Emotional Intelligence is not part of the criteria necessary for Effective Leadership. Several positive and significant relationships were found among scores from the Coping and Leadership scales. These findings were consistent with prior research (Randall, 1980; Fullan, 1998; Arthur, 2004). Multiple regression analyses revealed a significant predictive relationship between the three variables and explained 16% of the variance in Total Leadership Effectiveness scores. In addition, three of the Leadership subscales (Model the Way, Inspire a Shared Vision, and Challenge the Process) were able to be explained by variables from the Coping and Emotional Intelligence scales. These relationships were significant.; Findings from the study may be use restructure professional development for principals in order to increase their effectiveness as leaders. Selection criteria for the recruitment of effective leaders may be impacted as well. Future research should also continue to explore the difference between ability-based Emotional Intelligence and trait-based Emotional Intelligence. While the analyses showed that Emotional Intelligence and Coping contribute to the prediction of Leadership Effectiveness, future studies should investigate other confounding factors that could impact principals' Leadership Effectiveness aside from their own abilities and traits. |
