Sat, Dec 21, 2024
[Archive]
Volume 1, Issue 1 (JUNE ISSUE 2020)
johepal 2020, 1(1): 82-106 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Estaji M, Pourmostafa P. (2020). The Mediating Role of Spiritual Intelligence and Teaching Experience in Perceived Leadership Styles of EFL Teachers: A Structural Equation Modelling Analysis. johepal. 1(1), 82-106. doi:10.29252/johepal.1.1.82
URL: http://johepal.com/article-1-35-en.html
URL: http://johepal.com/article-1-35-en.html
Abstract: (4999 Views)
As a less-attended area in the research context of Iran, the predictive power of teachers’ Spiritual Intelligence (SI), as an inner element, and teaching experience for their perceived Leadership Styles (LS), as an external element, was investigated in this study. Moreover, the perceptions of EFL teachers with high and low level of SI regarding LS and its components were explored. To this end, a structural model was designed and two questionnaires of Multifactor Leadership Questionnaire (MLQ, Avolio, & Bass, 2004) and Spiritual Intelligence Self-Report Inventory (SISRI, King, 2008) were distributed among 236 Iranian EFL teachers. To complement the quantitative data, 10 EFL teachers from both high and low SI groups were requested to partake in a semi-structured interview. The results of quantitative analysis, using regression analysis, revealed that the components of spiritual intelligence and teaching experience significantly predicted the perceptions of leadership styles. Likewise, through Path Analysis, it was evinced that the suggested model, in this study, had a proper fit with the data. Additionally, the content analysis of the data showed that teachers with various levels of SI pointed to the typical characteristics of a teacher leader differently. The results of this study can raise Iranian EFL teachers’ knowledge and awareness of SI and LS and provide an in-depth understanding of the concepts and their relevant components.
Keywords: EFL teachers, Leadership style, Path analysis, Spiritual intelligence, Structural Equation Modelling (SEM), Teaching experience
Type of Study: Research |
Subject:
General
Received: 2020/05/28 | Accepted: 2020/06/17 | Published: 2020/06/22
Received: 2020/05/28 | Accepted: 2020/06/17 | Published: 2020/06/22
References
1. Afshari, M., Abu Bakar, K., Su Luan, W., Afshari, M., Say Fooi, F., & Abu Samah, B. (2010). Computer use by secondary school principals. The Turkish Online Journal of Educational Technology, 9(3), 8-25.
2. Afshari, M., Ghavifekr, S., Siraj, S., & Ab. Samad, R. (2012). Transformational leadership role of principals in implementing informational and communication technologies in schools. Life Science Journal, 9(1), 281-284.
3. Alam, S. (2014). The relationship between spiritual intelligence and transformational. European Journal of Experimental Biology, 4(3), 369-373.
4. Aliakbari, M., & Sadeghi, A. (2011). On teachers’ perception of teacher leadership practice in elementary, middle, and high schools in Kermanshah (Unpublished master’s thesis). Ilam University, Ilam.
5. Amanchukwu, R. N., Stanley, G. J., & Ololube, N. P. (2015). A review of leadership theories, principles, and styles and their relevance to educational management. Management, 5(1), 6¬14. [DOI]
6. Amram, Y. (2009), The contribution of emotional and spiritual intelligences to effective business leadership (Unpublished doctoral dissertation). Palo Alto, California: Institute of Transpersonal Psychology.
7. Andiliou, A., & Murphy, P. K. (2010). Examining variations among researchers' and teachers' conceptualizations of creativity: A review and synthesis of contemporary research. Educational Research Review, 5(3), 201-219. [DOI]
8. Avolio, B. J., & Bass, B. M. (2004). Multifactor Leadership Questionnaire. Manual and Sampler Set (3rd ed.). Redwood City, CA: Mind Garden.
9. Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual Review of Psychology, 60(1), 421¬449. [DOI]
10. Azizi, M., & Azizi, A. (2015). Exploring the relationship between EFL teacher’s critical thinking and their spiritual intelligence. International Journal of Language Learning and Applied Linguistics World, 9(2), 119-130.
11. Bagherpor, M., & Abdolazadeh, H. (2012). Relationship between spiritual intelligence and leadership style of managers of secondary schools in the city of Gorgan. Journal of New Approaches in Educational Administration, 3(10), 87-98.
12. Bass, B. M., & Avolio, B. J. (1994). Improving Organizational Effectiveness through Transformational Leadership. Thousand Oaks, CA: Sage Publications.
13. Bass, B. M., & Riggio, R. E. (2006). Transformational Leadership (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
14. Berliner, D. (1983). The executive functions of teaching. Instructor, 43(2), 28-40.
15. Cherry, K. (2019). The major leadership theories: The 8 major theories of leadership. verywell mind, available online at https://www.verywellmind.com/leadership-theories-2795323
16. Christ-Lakin, H. (2010). A correlation analysis of transformational leadership and spiritual intelligence (Doctoral dissertation, University of Phoenix). Retrieved from http://search.proquest.com/docview/840765998?accountid=12085
17. Dargahi, H., Rajabnezhad, Z., & Reshadatjou, H. (2017). Relationship between spiritual quotient and transformational leadership of managers with organizational commitment of staffs: A case Study in the Tehran university of medical sciences in Iran. Review of Public Administration, 5(2), 1-8. [DOI]
18. DeHart, C. A. (2011). A comparison of four frameworks of teacher leadership for model fit (Unpublished doctoral dissertation). University of Tennessee, Knoxville.
19. Ker-Dincer, M. (2007). Educators role as spiritually intelligent leaders in educational institutions. International Journal of Human Sciences, 4(1), 1-22.
20. Dougherty, T. J. (2011). The relationship between spirituality, spiritual intelligence, and leadership practices in student leaders in the BYU-Idaho student activities program (Doctoral dissertation). Available from ProQuest Dissertations and Theses databse (PQDT). (UMI 3480429).
21. Duchon, D., & Plowman, D. A. (2005). Nurturing the spirit at work: Impact on work unit performance. The Leadership Quarterly, 16(5), 807-833. [DOI]
22. Elm, D. R. (2003). Honesty, spirituality, and performance at work. In R. A. Giacolone & C. L. Jurkiewicz (Eds.), Handbook of workplace spirituality and organizational performance (pp. 277-288). New York: M. E. Sharpe.
23. Emma, C. J., Ambarita, B., & Situmorang, B. (2018). The effect of work discipline, spiritual intelligence and teamwork on teacher working commitment in State Elementary School Subdistrict Selesai of Langkat Regency. Proceedings of the 3rd Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL), Indonesia, 200, 755-759. [DOI]
24. Emmons, R. A. (2000). Is spirituality an intelligence? Motivation, cognition, and the psychology of ultimate concern. The International Journal for the Psychology of Religion, 10(1), 3-26. [DOI]
25. Garcia-Zamor, J. C. (2003). Workplace spirituality and organizational performance. Public Administration Review, 63(3), 355-363. [DOI]
26. Gieseke, A. R. (2014). The relationship between spiritual intelligence, mindfulness, and transformational leadership style among public higher education (Unpublished doctoral dissertation). College of Professional Studies Northeastern University Boston, Massachusetts.
27. Grigsby, B., Schumacher, G., Decman, J., & Simieou, F. (2010). A principal’s dilemma: Instructional leader or manager. Academic Leadership: The Online Journal, 8(3), 1-10.
28. Gumusluoglu, L., & Ilsev, A. (2009). Transformational leadership, creativity, and organizational innovation. Journal of Business Research, 62(4), 461-473. [DOI]
29. Hafner, M., & Capper, C. A. (2005). Defining spirituality: Critical implications for the practice of educational leadership. Journal of School Leadership, 15(6), 624-638. [DOI]
30. Hairon, S., & Dimmock, C. (2012). Singapore schools and professional learning communities: Teacher professional development and school leadership in an Asian hierarchical system. Educational Review, 64(4), 405-424. [DOI]
31. Hajhashemi, K., Akef, K., & Anderson, N. (2012). The relationship between multiple intelligences and reading proficiency of Iranian EFL students. World Applied Science Journal (WASJ), 19(10), 1475-1483. [DOI]
32. Hassan, A. (2009). Emotional and spiritual intelligences as a basis for evaluating the national philosophy of education achievement. Research Journal of International Studies, 1(12), 59-66.
33. Hill, J. (1990). The principal as a curriculum supervisor. Principal, 69(3), 6-9.
34. Jalilizadeh, M., Abbasi, H., & Mohammadi, S. (2013). The relationship between principals’ leadership styles with performance of physical education teachers in secondary schools in western provinces of Iran. Asian Journal of Management Sciences and Education, 2(4), 187-193.
35. Katzenmeyer, M., & Moller, G. (2009). Awakening the Sleeping Giant: Helping Teachers Develop as Leaders. Thousand Oaks: Corwin Press.
36. Kent, T. W., Crotts, J. C., & Azziz, A. (2001). Four factors of transformational leadership behavior. Leadership & Organization Development Journal, 22(5), 221-229. [DOI]
37. Khany, R., & Azimi Amoli, F., (2013). The impact of leadership style, thinking style and job satisfaction on Iranian EFL teacher retention. European online Journal of Natural and Social Sciences, 2(2), 533-544.
38. King, D. B. (2008). Rethinking claims of spiritual intelligence: A definition, model, and measure (Unpublished master's thesis). Trent University, Peterborough, Ontario, Canada.
39. Koosha, M., Liaghat, F., & Sadeghdaghighi, A., (2015). Analysis of Iranian EFL teachers’ leadership in English language institutes. Theory and Practice in Language Studies, 5(1), 201-207. [DOI]
40. Lamb, R. (2013). How can managers use participative leadership effectively? Available online at http://www.task.fm/participative-leadership
41. Muijs, D., & Harris, A. (2006). Teacher led school improvement: Teacher leadership in the UK. Teaching and Teacher Education, 22(8), 961-972. [DOI]
42. Naylor, J. (1999). Management. Harlow, England: Prentice Hall.
43. Northouse, P. G. (2009). Leadership: Theory and Practice (7th ed.). Los Angeles: SAGE Publications, Inc.
44. Jusoff, K., Kareem, O., Bing, K., & Awang, M. (2011). Teacher capacity building in teaching and learning: The changing role of school leadership. Academic Leadership: The Online Journal, 9(1), 1-10.
45. Patton, M. (1988). Paradigms and pragmatism. In D. Fetterman (Ed.), Qualitative Approaches to Evaluation in Educational Research (pp. 116-137). Newbury Park, CA: Sage.
46. Phelps, P. H. (2008). Helping teachers become leaders. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(3), 119-122. [DOI]
47. Porter, A. C., & Brophy, J. (1988). Synthesis of research on good teaching: Insights from the work of the Institute for Research on Teaching. Educational Leadership, 45(8), 74-85.
48. Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting structural equation modeling and confirmatory factor analysis results: A review. The Journal of Educational Research, 99(6), 323-338. [DOI]
49. Shin, S. J., & Zhou, J. (2003). Transformational leadership, conservation, and creativity: Evidence from Korea. Academy of Management Journal, 46(6), 703-714. [DOI]
50. Stewart, J. (2006). Transformational leadership: An evolving concept examined through the works of Burns, Bass, Avolio, and Leithwood. Canadian Journal of Educational Administration and Policy, 54, 1-29.
51. Tang, K. N. (2012). Leadership soft skills. Sociology Study, 2(4), 261-269.
52. Vaughan, F. (2002). What is spiritual intelligence? Journal of Humanistic Psychology, 42(2), 16-33. [DOI]
53. Wasley, P. A. (1991). Teachers Who Lead: The Rhetoric of Reform and the Realities of Practice. New York, NY: Teachers College Press.
54. Wigglesworth, C. (2006). Why spiritual intelligence is essential to mature leadership. Integral Leadership Review, 6(3), 1-17. Available online at http://integralleadershipreview.com/5502-feature-article-why-spiritual-intelligence-is-essential-to-mature-leadership/
55. Wolinski, S. (2010). Leadership theories. Blog: Leadership. Available online at https://managementhelp.org/blogs/leadership/2010/04/21/Leadership-Theories/
56. Woods, G. J., & Woods, P. A. (2008). Democracy and spiritual awareness: Interconnections and implications for educational leadership. International Journal of Children’s Spirituality, 13(2), 101-116. [DOI]
57. York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255-316. [DOI]
58. Zareei Mahmoodabadi H., & Sedrpooshan N. (2015). The relationship between spiritual intelligence and components of burnout in female teachers. Occupational Medicine, 6(4), 66-74.
59. Zhaleh, K., & Ghonsooly, B. (2017). Investigating the relationship between spiritual intelligence and burnout among EFL teachers. International Journal of Educational Investigations, 4(2), 49-61.
60. Zohar, D. (1997). Rewiring the Corporate Brain: Using the New Science to Rethink How We Structure and Lead Organizations. San Francisco: Berrett-Koehler.
61. Zohar, D. (2010). Exploring spiritual capital: An interview with Danah Zohar. Spirituality in Higher Education, 5(5), 1-8.
62. Zohar, D., & Marshall, I. (2000). SQ Spiritual Intelligence: The Ultimate Intelligence. London: Bloomsbury Publishing.
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
