The role of self-efficacy, emotional intelligence and leadership style as attributes of leadership effectiveness

Abstract

Orientation: Researching the impact of psychological constructs on police leadership may add value when appointing people in leadership positions or developing people for leadership roles in the police environment.Research purpose: The purpose of this study is to explore the relationship between three constructs, namely emotional intelligence, self-efficacy and leadership effectiveness in a policing context.Motivation for this study: In the police sector, there are difficulties in linking leadership to organisational outcomes since common police-leadership measures are affected by multiple contributory factors. This study explores the psychological constructs of emotional intelligence and self-efficacy on the leadership effectiveness of the police.Research design, approach and method: This research adopted a quantitative approach to assess the relationship between emotional intelligence and self-efficacy as attributes of leadership effectiveness. A total of 107 police personnel in commanding positions made up the sample. The measuring instruments used were the Assessing Emotions Scale, the Self-efficacy Scale and the Multifactor Leadership Questionnaire (MLQ Form 5X).Main findings: The results confirmed a positive relationship between emotional intelligence and self-efficacy and leadership effectiveness. The correlations were significant at the 0.01 level (2-tailed).Practical/managerial implications: Emotional intelligence and self-efficacy should be considered as attributes during the selection of leaders in police organisations or used for developmental purposes to enhance these attributes in police leaders.Contribution/value-add: The insights gained from the findings may be used to guide the selection of future leaders in the policing environment, and they could also be used to establish future developmental programmes and research initiatives.

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

“…Bandura (1997) defined self-efficacy as Bthe beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments^(p. 3). According to the literature, self-efficacy is best assessed through self-reporting (Bandura 1986Hannah and Avolio 2013Hannah et al 2012Hannah et al 2008Khalid and Zubair 2014McCormick et al 2002Ramchunder and Martins 2014Sarkhosh and Rezaee 2014Villanueva and Sánchez 2007. Proper assessment of selfefficacy can be the difference between individual and organizational success and failure.…”

“…Bandura argued that the critical components for emotional intelligence-self-awareness, self-regulation, and control of others' emotions-are part of the development of self-efficacy perceptions. Additionally, Ramchunder and Martins (2014) conducted a self-efficacy, emotional intelligence, and leadership style study on policemen in South Africa. In their study findings, self-efficacy was correlated with perceptions of emotional intelligence (r = 0.436, p < 0.01), supporting the notation of a positive relationship between the two constructs emotional intelligence and self-efficacy.…”

Yöneti̇ci̇ Öz-Yeterli̇ği̇ Ve Okul Etki̇li̇li̇ği̇ Arasindaki̇ İli̇şki̇ni̇n İncelenmesi̇

“…Tschannen-Moran ve Gareis (2007) de bu varsayımı destekleyerek, öz-yeterliğin hem işlevsel liderlik stratejilerinin geliştirilmesi hem de bunların uygulanmasında etkili olduğunu belirtmiştir. Ramchunder ve Martins (2014) öz-yeterlik ile liderlik stilleri ve liderin etkililiği arasındaki ilişkiyi incelediği çalışmasında, liderin genel öz-yeterliğinin hem liderlik stilleri ile hem de liderin etkililiği ile ilişkili olduğunu sonucuna ulaşmıştır. Bandura'nın (1986Bandura'nın ( , 1993Bandura'nın ( , 1997Bandura'nın ( , 2001) sosyal bilişsel teorisi, liderin öz-yeterliğinin onun davranışlarını etkilediğini belirtmektedir.…”

An Investigating the Crucial Factors of Teachers‟ Efficacy from the Taiwanese School Member‟s Perspective

“…As the abovementioned literature has indicated, leadership bears a significant relationship with psychological capital and there are strong positive relationships between supervisor"s leadership and psychological capital; moreover, leadership is diverse due to the commitment of the organizational members [38]. Leadership plays a decisive role in preserving a higher organizational commitment among employees, and leadership therefore becomes an important determinant of organizational efficacy [39]. Similarly, the leadership of the school leaders has strong and significant relationships with teachers" self-efficacy [40].…”