Correctional Executives’ Leadership Self-Efficacy and Their Perceptions of Emotional Intelligence

Abstract

Correctional leadership is virtually an unexamined category, lacking literature regarding what is necessary to be a successful correctional executive. This quantitative study involved examining a leadership model of the relationship between emotional intelligence and leader self-efficacy perceptions among correctional executives and senior-level leaders. A convenience sampling of 112 correctional leaders from across the US participated in the study. Participants were asked to complete the WLEIS (Wong & Law Emotional Intelligence Scale) and the Leader Efficacy Questionnaire (LEQ). A correlation and Multivariate Analysis of Variance Analyses (MANOVA) were subsequently conducted. The study findings yielded a statistically significant difference among leaders' perceptions of their utilization of emotional intelligence and leader self-efficacy in the work environment. The study findings further suggest that gender is predictive across the instrumentation models for this study, with women exhibiting higher levels of emotional intelligence, self-emotional appraisal, use of emotion, leader self-efficacy, and leader self-regulation efficacy.

School Counselors’ Emotional Intelligence and Its Relationship to Leadership

“…Mayer and Salovey (1997) argued that EI is a set of affective processing capabilities in which greater EI leads to improved ability to interact with others in social situations. Likely due to this relationship between EI and advanced socioemotional functioning, authors have suggested that EI is positively related to various leader attributes such as self-leadership (Houghton, Wu, Godwin, Neck, & Manz, 2012), team performance (Jordan & Troth, 2004), leader self-efficacy (Harper, 2016), and job performance (Joseph, Jin, Newman, & O’Boyle, 2015). Scholars have noted significant implications for counselors in the emerging literature on EI (Constantine & Gainor, 2001; Gutierrez & Mullen, 2016; Gutierrez, Mullen, & Fox, 2017; Martin, Easton, Wilson, Takemoto, & Sullivan, 2004).…”

Teaching Emotional Intelligence: An Academic Course for Hospital Teachers

“…People with high EI were found to be optimistic, warm and empathic, and to possess a consistently high level of self-esteem (Song et al, 2010). Furthermore, a significant positive correlation was found between the level of EI and self-efficacy among teachers, physicians, social workers, and businesspeople (Harper, 2016;Hen & Goroshit, 2011). Goleman (1998) proposed a theory of performance that builds on the basic EI model as a means to predict personal effectiveness at work and in leadership.…”

Psychodiagnostics of Psychological Readiness of Candidates for Management of Correctional Facilities

“…У них отсутствует чувство социальной изолированности и отчужденности (низкое значение шкалы «социальная отчужденность» 182-Sc 1A ), несмотря на специфические условия профессиональной деятельности, что является признаком развитой эмпатии. По мнению исследователей, это важнейшая социальная способность, включающая понимание чувств людей, учет различных точек зрения, владение искусством сотрудничества, разрешения конфликтов и нахождения компромиссов (Harper, 2016;Гоулман, 2017).…”

“…), вопрос о руководстве исправительными учреждениями в современных условиях, об эффективности этой деятельности, на наш взгляд, насколько позволяет судить анализ литературы, мало изучен и требует специального внимания исследователей. Это объясняет отсутствие развернутого анализа литературы, в том числе и зарубежной, касающегося руководства в организации данного типа (Harper, 2016;Бовин, 2018). Существуют при этом работы, демонстрирующие злоупотребление властью в пенитенциарном контексте , что актуально и для российской пенитенциарной системы и требует глубокой научной разработки.…”