الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان
Based on the importance of school as a fundamental development unit for educational reform on which society primarily based in raising and preparing children for the future, the importance of leadership comes as an essential condition for the effective reform of the associated factors, since the eff...
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my-usim-ddms-12946 |
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| record_format |
uketd_dc |
| institution |
Universiti Sains Islam Malaysia |
| collection |
USIM Institutional Repository |
| language |
other |
| topic |
Emotional Intelligence Education Educational leadership -- Case studies -- Oman |
| spellingShingle |
Emotional Intelligence Education Educational leadership -- Case studies -- Oman Hamed Hamod Sulaiman Al-Ghari الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| description |
Based on the importance of school as a fundamental development unit for educational reform on which society primarily based in raising and preparing children for the future, the importance of leadership comes as an essential condition for the effective reform of the associated factors, since the effectiveness of leadership is more linked to the emotional characteristics of leaders than to their cognitive characteristics. This study aimed to analyze the relationship between the dimensions of emotional intelligence (emotional sensitivity, emotional maturity, emotional competence) and the dimensions of educational leadership (objectivity, use of power, flexibility, understanding of others, knowledge of the principles of communication) among school principals in Oman, besides the analysis of differences between emotional intelligence and educational leadership according to gender and governorate variables. The sample of the study included 336 randomly chosen male and female principals from nine governorates. The Quantitative Approach, the Emotional Intelligence Scale by Shadi and Singh, and the Educational Leadership Ability Scale by Morsi were used. The data were analyzed using descriptive statistics, multiple linear regression, and Multivariate analysis of variance using SPSS version 23. The results showed there was an effect of emotional intelligence on the ability of educational leadership of school principals, and emotional sensitivity had the most fundamental effect. There was a statistically significant relationship between the dimensions of emotional intelligence (emotional sensitivity, then emotional competence, followed by emotional maturity) and objectivity. Emotional intelligence (emotional sensitivity, followed by emotional maturity) positively affected the use of power, while there was no role for emotional competence. Emotional sensitivity, followed by emotional competence played active roles in the dimension of flexibility, while there was no role for emotional maturity. There was also a statistically significant relationship between dimensions of emotional intelligence and the understanding of others. This study also found positive effect for both emotional sensitivity and emotional maturity, in the knowledge of communication principles, but no effect of emotional competence. As for the differences between emotional intelligence and educational leadership ability according to variables (gender, governorate), the results indicated statistically significant differences in emotional sensitivity according to gender in favor of females. Besides, differences in the level of utilizing educational leadership capabilities (objectivity, knowledge of communication principles) according to gender also in favor of females. This study of the Arab educational environment has provided a measure of emotional intelligence as a feature, alongside the possibility of benefiting from its results in the preparation and the qualification programs for principals. |
| format |
Thesis |
| author |
Hamed Hamod Sulaiman Al-Ghari |
| author_facet |
Hamed Hamod Sulaiman Al-Ghari |
| author_sort |
Hamed Hamod Sulaiman Al-Ghari |
| title |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| title_short |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| title_full |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| title_fullStr |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| title_full_unstemmed |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
| title_sort |
الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان |
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Universiti Sains Islam Malaysia |
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my-usim-ddms-129462024-05-29T18:15:05Z الذكاء الوجداني وعلاقته بالقدرة على القيادة التربوية لدى مديري المدارس بسلطنة عمان Hamed Hamod Sulaiman Al-Ghari Based on the importance of school as a fundamental development unit for educational reform on which society primarily based in raising and preparing children for the future, the importance of leadership comes as an essential condition for the effective reform of the associated factors, since the effectiveness of leadership is more linked to the emotional characteristics of leaders than to their cognitive characteristics. This study aimed to analyze the relationship between the dimensions of emotional intelligence (emotional sensitivity, emotional maturity, emotional competence) and the dimensions of educational leadership (objectivity, use of power, flexibility, understanding of others, knowledge of the principles of communication) among school principals in Oman, besides the analysis of differences between emotional intelligence and educational leadership according to gender and governorate variables. The sample of the study included 336 randomly chosen male and female principals from nine governorates. The Quantitative Approach, the Emotional Intelligence Scale by Shadi and Singh, and the Educational Leadership Ability Scale by Morsi were used. The data were analyzed using descriptive statistics, multiple linear regression, and Multivariate analysis of variance using SPSS version 23. The results showed there was an effect of emotional intelligence on the ability of educational leadership of school principals, and emotional sensitivity had the most fundamental effect. There was a statistically significant relationship between the dimensions of emotional intelligence (emotional sensitivity, then emotional competence, followed by emotional maturity) and objectivity. Emotional intelligence (emotional sensitivity, followed by emotional maturity) positively affected the use of power, while there was no role for emotional competence. Emotional sensitivity, followed by emotional competence played active roles in the dimension of flexibility, while there was no role for emotional maturity. There was also a statistically significant relationship between dimensions of emotional intelligence and the understanding of others. This study also found positive effect for both emotional sensitivity and emotional maturity, in the knowledge of communication principles, but no effect of emotional competence. As for the differences between emotional intelligence and educational leadership ability according to variables (gender, governorate), the results indicated statistically significant differences in emotional sensitivity according to gender in favor of females. Besides, differences in the level of utilizing educational leadership capabilities (objectivity, knowledge of communication principles) according to gender also in favor of females. This study of the Arab educational environment has provided a measure of emotional intelligence as a feature, alongside the possibility of benefiting from its results in the preparation and the qualification programs for principals. Universiti Sains Islam Malaysia 2021-06 Thesis other https://oarep.usim.edu.my/handle/123456789/12946 https://oarep.usim.edu.my/bitstreams/77db456d-8d41-48e4-9286-bb53175e0ae4/download 8a4605be74aa9ea9d79846c1fba20a33 https://oarep.usim.edu.my/bitstreams/9de5cf7d-bd3e-469e-b85e-8c760fb071f2/download 90fe3171846a42ed7af7f84d1a2c7b9c https://oarep.usim.edu.my/bitstreams/094dba30-8c0a-4a61-b4de-8c006d3f43c4/download 88484691e707260bc0323d245947048c https://oarep.usim.edu.my/bitstreams/a8ee465a-4e03-459b-86b0-704d553eca38/download ae14c2435f71ff0174f1a558195b9162 https://oarep.usim.edu.my/bitstreams/a8969ce8-7fcf-45ab-9487-88da2c812c5b/download b7b6655305ab98a4d8d91191dd2d5b98 https://oarep.usim.edu.my/bitstreams/b2a847a5-2ab6-415c-b8b7-a7811a608463/download c365060eb1bce3283505b171390886f3 https://oarep.usim.edu.my/bitstreams/0595c26b-f3f1-4296-a032-7502f67b09f9/download e5b33b4f3056ff9e62f1a2a796540f7f https://oarep.usim.edu.my/bitstreams/8e4470a7-6bdf-4ba1-b434-a5b18044c16d/download bb8d40e91307e29ef5b89455c933efd6 https://oarep.usim.edu.my/bitstreams/459bbfea-8bd5-495e-bc31-6b6695a7721c/download 34214f9a9a030faf05f115484f8558af https://oarep.usim.edu.my/bitstreams/b47835b7-3cd1-4bf3-ab9b-a621af26ff58/download 093b8ad672f1329ca0412d27007dc497 https://oarep.usim.edu.my/bitstreams/8da56dc5-57b7-4aaf-8522-f90c6ca89e4c/download 68b329da9893e34099c7d8ad5cb9c940 https://oarep.usim.edu.my/bitstreams/90d52ae2-1a70-48cf-9556-1ae60901a840/download 1a5cced33d797d3e4fd6afc0f2bdd64f https://oarep.usim.edu.my/bitstreams/c4285a7f-684c-4185-83b0-356ad726bcf8/download 7101f7e352b85a647ce132bfaabe5fcf https://oarep.usim.edu.my/bitstreams/c8d31ae9-d394-422d-b00e-af2dfaf023b5/download b294422f033677ddbe35b7e76cefce25 https://oarep.usim.edu.my/bitstreams/d270e556-03a5-47b8-b140-7c3fe08e35dd/download bf9344cebca51c3e54e979a24cc2d98a https://oarep.usim.edu.my/bitstreams/e0635f4a-84b4-4395-82ca-dbff4161027a/download cfb22bcedafbec1281c98a98760d55f0 https://oarep.usim.edu.my/bitstreams/09f63ce4-2b3f-4537-a9b1-c1115c71b488/download 0d01f0bf51d29f2a7b67d1003c163442 https://oarep.usim.edu.my/bitstreams/5f9866e9-4166-4975-b887-94ea1c4634ad/download dc2b60f58a475553f7507ab01d10583a https://oarep.usim.edu.my/bitstreams/d970bda4-bb1d-4ac4-9f71-c09cc834480c/download 1b342102850912658fde87d9df0540b5 Emotional Intelligence Education Educational leadership -- Case studies -- Oman |