LM NovDec2017

Emotional andSocial Intelligence: How‘Smart’ areYou?

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BackgroundandContext Effective leadership by a superintendent of schools is a function of two major factors: 1) skills to identify and complete tasks represented by district goals; and 2) skills to build positive relationships with those whose efforts are needed to accomplish these goals. The task factor is often referred to as productivity or being “outcome-oriented,” while the relationship factor is seen as being “people-oriented.” These two factors complement each other in the context of a superintendent’s overall effectiveness. However, excessively low performance on either factor may result in an unsatisfactory evaluation from the board of education. Interestingly, superintendents with

adequate performance in achieving district goals (productivity factor) sometimes do not have their contracts renewed because of perceived low performance regarding how they

interact with people (relationship factor). Emotional andSocial Intelligence

Emotional and social intelligence are both aligned with the re- lationship factor. Emotional intelligence focuses on the crucial set of human capacities within an individual . It deals with the ability of a superintendent to manage her/his own emotions and “inner-potential.” Essentially, emotional intelligence deals with how a person manages oneself in order to form positive

Dr. David Bartz,, Professor Emeritus Department of Educational Leadership Eastern Illinois University

Dr. Crystal Johnson, Superintendent Rossville-Alvin CUSD 7

Dr. Lindsey Hall, Superintendent Mahomet-Seymour CUSD 3

Dr. Aaron Mattox, Superintendent Benton High School District 103

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