Emotional Intelligence: Testing Results for ISACS Master Teachers EXECUTIVE SUMMARY

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1 Emotional Intelligence: Testing Results for ISACS Master Teachers EXECUTIVE SUMMARY A Preliminary Report on the Use of the EMOTIENT QUOTIENT PROFILE (EQP) To Describe the Culture of Teachers ("Master" and "General") of The Independent Schools Association of the Central States (ISACS) December 1999 Prepared by Colleen O Brien-Wood, M.A. Suite 304, 155 Rexdale Blvd., Toronto, Ontario M9W 5Z8 Telephone: (416) Tollfree: Fax: (416) EXECUTIVE SUMMARY INTRODUCTION This preliminary study reports on the use of the Emotional Quotient Profile (EQP) (commonly known as "emotional intelligence, EQ for short) to identify the characteristics of teachers (Master and General) in the 205 independent schools which comprise the Independent Schools Association of the Central States (ISACS). For this report, the Emotional Quotient Profile (EQP) was administered to 28 Master Teachers and 145 General Teachers on a voluntary basis. Master Teachers were participants in one of the three "Veterans of the Vanguard" workshops offered by ISACS to master teachers, experienced teachers identified by their heads of school and a peer group of independent school teachers as exceptionally innovative and effective in the classroom. The General Teachers group came from several independent schools who volunteered to have their entire faculty undertake the EQ testing. The EQ scores of the independent school teachers in the study are benchmarked against the EQ scores of the general population. This report is presented in the following four sections: I GENERAL EMOTIONAL QUOTIENT (EQ) RESULTS FOR MASTER AND GENERAL TEACHER GROUPS II DESCRIPTION AND SUMMARY OF EQP SCALES III RELATIONSHIP BETWEEN THE EQP SCALES AND OTHER MEASURES IV GENERAL SUMMARY I ISACS Teacher Culture The means (averages) on all the EQP scales were calculated for 28 ISACS Master Teachers and 145 General Teachers who volunteered to complete the EQP. These are presented in Tables 1. Table 1. Means (Averages) on the EQP Scales for the Master and General Teacher

2 Groups Master Teachers General Teachers EQ SCALE (n = 28) (n = 145) Self Awareness: Mood Labeling (ML) Mood Monitoring (MM) Emotional Management: Self Control (SC) Determination (D) Empathy (EM) Social Judgment (SJ) Supplementary Scales: Non-Verbal Behavior (NV) Business Judgment (BJ) Adaptive Coping (AC) II DESCRIPTION AND SUMMARY OF EQP SCALES Self Awareness The Self-Awareness component of the EQP is composed of the Mood Monitoring (MM) scale and the Mood Labeling (ML) scale. Mood Monitoring (MM) involves scrutinizing, focusing on, and maintaining a certain vigilance about one s affective states. Based on past research, MM is positively related to affect intensity, negative affect, neuroticism, empathy, depression, and perceived stress. MM is also negatively related to self-esteem, and success at regulating moods. Mood Labeling (ML) involves identifying, categorizing, or giving a name to what one is feeling. ML is positively related to seeking and being satisfied with social support, experiencing positive affect, higher levels of self-consciousness, extraversion, self-esteem, and global life satisfaction. ML is also negatively related to social anxiety, neuroticism, depression, and perceived stress. In the ISACS sample, the average score on the MM scale was 17.5 (SD = 7.5) for the Master Teachers and 18.8 (SD = 8.3) for the General Teacher group. Therefore, the Master Teachers

3 show slightly less mood monitoring than the General Teachers. Neither group, however, demonstrates an abnormally high level of MM. The average score on the ML scale for the ISACS sample was 28.0 (SD = 6.1) for the Master Teachers and 26.9 (SD = 6.2) for the General Teacher group. Hence, the Master Teachers demonstrate a greater ability to label their emotions and feelings than the General Teacher group. Both groups demonstrate above average ML. In general, the ISACS sample demonstrates an above average level of self-awareness. The Master Teachers show a slightly higher level of ML and a slightly lower level of MM than the General teachers. This mixture of mood monitoring and mood labeling should contribute to their successful performance. Emotional Management The Emotional Management component of EQ is composed of the Self-Control (SC) scale and Determination (DE) scale. The Self-Control (SC) scale measures an individual s ability to respond passively when it is appropriate (e.g., in uncontrollable situations) despite emotional urges or provocation from others. The Determination (DE) scale measures one s ability to initiate action when it is necessary despite obstacles (both internal and external). In the ISACS sample, the average score on the SC scale was 41.9 (SD = 9.9) for the Master Teachers and 39.3 (SD = 9.9) for the General Teachers. Once again, the Master Teachers show slightly higher SC than the General teacher group. The average score on the DE scale for the ISACS sample was 53.9 (SD = 12.4) for the Master Teachers and 55.6 (SD = 11.1) for the General Teachers. Hence, the General Teachers demonstrate slightly higher DE than the Master Teachers. In general, the ISACS sample demonstrates an above average level of emotional management. The Master Teachers demonstrate a slightly greater SC whereas the General Teachers show a higher level of DE than the General Teachers. Both groups, overall, demonstrate an above average level of Self-Control (SC) and Determination (D). There was some variation within each of the groups, however, with some Master and General Teachers demonstrating below average emotional management. In general, this sample of ISACS teachers possess the ability to manage their feelings and emotions effectively. This quality should contribute to their successful performance. Empathy Empathy involves the ability to interpret the feelings and emotions of others accurately. This capacity is considered an asset in both business and personal situations. This component of EQ is measured with the Empathy (EM) scale. In the ISACS sample, the average score on the EM scale was 31.0 (SD = 4.0) for the Master Teachers and 29.2 (SD = 5.5) for the General Teachers. The Master Teacher group, therefore, demonstrates greater empathy than the General Teacher group. Once again, both groups demonstrate an above average ability to understand the feelings and emotions of others. Social Judgment Social judgment involves the ability to respond effectively in a variety of interpersonal contexts. This quality can be extremely valuable in business and personal situations. The Social Judgment (SJ) scale measures the Social Judgment component of EQ. In the ISACS sample, the average score on the SJ scale was 64.2 (SD = 9.0) for the Master Teachers and 58.9 (SD = 10.0) for the General Teachers. The score on the SJ for the Master Teachers was significantly higher (p < 0.01) than the score on SJ for the General Teachers. Hence, the SJ

4 component of the EQP differentiates Master and General Teachers. In general, the Master Teachers of the ISACS sample demonstrate an above average ability to to respond effectively in a variety of situations at work. They would tend to be popular with their peers, display good leadership qualities at an interpersonal level, and interact well with others. The General Teachers show a high average level of SJ. Non-Verbal Behavior The Non-Verbal Behavior (NV) scale of the EQP measures the potential to read and interpret the non-verbal cues of others. The ability to accurately decipher emotions from the nonverbal behavior of others is related to empathy. In the ISACS sample, the average score on the NV scale was 42.3 (SD = 2.8) for the Master Teachers and 42.7 (SD = 4.2) for the General Teachers. Hence, both groups display an above average ability to read and interpret the non-verbal cues of others. Business Judgment The Business Judgment (BJ) scale of the EQP assesses the ability to exercise sound judgment in business situations. In the ISACS sample, the average score on the BJ scale was 28.3 (SD = 2.0) for the Master Teachers and 27.8 (SD = 2.3) for the General Teachers. Once again, both groups display similar scores on BJ which indicate an above average level of Business Judgment. Adaptive Coping The Adaptive Coping (AC) scale measures the ability to adapt in a variety of stressful situations. It involves the ability to take an active approach in dealing with stressors that are under one s control while being able to avoid ruminating about uncontrollable stress. The average score obtained by the ISACS sample on the AC scale was (SD = 14.7) for the Master Teachers and (SD = 14.9) for the General Teachers. Although the Master Teachers show a slightly higher level of AC than the General Teachers, both groups demonstrate a high average level of AC. III RELATIONSHIP BETWEEN THE EQP SCALES AND OTHER MEASURES The EQP was examined in conjunction with the Assess Personality Inventory on the data provided by the Master Teachers (N = 28). Based on these analyses, the following results were observed: No correlations between any of the EQP scales and the Thurston which measures mental alertness quick thinking and the Ravens which assesses abstract reasoning and problem solving. Hence, emotional intelligence as measured by the EQP is distinguishable from cognitive intelligence. Positive correlation between MM and the AssessT (r = 0.56) and negative correlations between BJ (r = -0.58) and AC (r = -0.49) and the AssessT which measures the tendency to be perceptive, introspective, and philosophical, as opposed to a tendency to be less contemplative. Individuals who tend to scrutinize and monitor their moods are more likely to be introspective whereas individuals high in business judgment and adaptive coping are less likely to be introspective and philosophical. Negative correlations between the EM and SJ and the AssessLT (r = -0.42, r = -0.38, respectively) which measures a preference for thinking through problems or situations using logical, systematic procedures and a structured approach, as opposed to problem-solving or reaching conclusions in a more direct, single-step fashion. Individuals who are very responsive to the emotions of others are less likely to think

5 through situations in an organized systematic manner or express interest in math or logic. Positive correlation between ML and the AssessRT (r = 0.39) which measures the tendency to be imaginative as opposed to a more serious-minded thinker. Individuals who are able to identify their emotions are more likely to think in more realistic terms. Positive correlations between DE, SJ, AC and the AssessO (r = 0.38, r = 0.45, & r = 0.43, respectively). The AssessO measures the tendency to view information and situations objectively. Individuals who are high in determination, social judgment, and adaptive coping are more likely to view things more factually as opposed to subjectively. Positive correlations between the BJ and AC scales and the AssessE (r = 0.37, r = 0.55, respectively) and a negative correlation between MM and AssessE (r = -0.67). The AssessE scale measures the tendency to remain cheerful, optimistic, and eventempered. Individuals who are low in mood monitoring, demonstrate good business judgment and who are coping adaptively are more likely to demonstrate emotional evenness. Positive correlation between DE and the AssessGA (r = 0.55) which measures energy level. Individuals who demonstrate the ability to take action when necessary are more likely to prefer a vigorous schedule or faster pace. Positive correlations between MM, D, SJ and the AssessNF (r = 0.64, r = 0.38, & r = 0.43, respectively). The AssessNF scale measures the extent to which one prefers personal freedom and independence in their job. Individuals who show a tendency to scrutinize their moods, good determination, and social judgement are more likely to value personal or organizational freedom. Negative correlation between AC and the AssessNA (r = -0.45) which measures the need for attention recognition. Individuals high in adaptive coping are less likely to have a strong need for attention. Positive correlation between EM and the AssessA (r = 0.42) which measures assertiveness. Somewhat surprisingly, individuals who are high in empathy tend to express themselves assertively. Positive correlation between DE and the AssessS (r = 0.44) which measures sociability. Individuals who demonstrate the ability to take action when necessary are likely to be more sociable. Positive correlation between BJ and the AssessF (r = 0.38) which measures need to be liked. Individuals who show good judgment in business situations are more likely to be accommodating with others. Positive correlations between DE, SJ and the AssessP (r = 0.49, r = 0.40) which measures the tendency to be optimistic in one s outlook toward people, as opposed to being critical or cynical. Individuals who are high in determination and social judgment are more likely to concentrate on the positive aspects of others. IV GENERAL SUMMARY Overall, the ISACS sample of Master and General Teachers demonstrate an above average level of emotional intelligence. On the major EQ scales, the Master Teachers show above average self awareness; good self control and determination; above average empathy; and

6 above average social judgment. In terms of the Supplementary EQ scales, the Master Teachers demonstrate good ability to read the non-verbal cues of others and business judgment and high average adaptive coping. The General Teachers show above average self-awareness; good self-control and determination; above average empathy; and high average social judgment. In terms of the Supplementary EQ scales, the General Teachers demonstrate good ability to read the nonverbal cues of others; above average business judgment; and high average adaptive coping. The profiles of the Master and General Teachers are very similar although the Master Teachers have slightly better scores on the EQP scales of ML, MM, SC, EM, BJ, and AC. In addition, the Master Teachers scored significantly higher than the General Teachers on the Social Judgment scale. Various correlations were observed between the EQP and the Assess Personality Inventory with the Master Teachers sample. In terms of self-awareness, one notable correlation is the negative correlation between the tendency to scrutinize one s mood (MM) and optimism (AssessE). Individuals who are high in MM also are likely to be introspective and prefer personal freedom. Mood Labelling (ML) correlated positively with the tendency to be a more realistic thinker. In terms of emotional management, Determination (DE) correlated positively with a number of Assess variables such as objectivity, energy level, need for personal freedom, sociability, and optimism. Somewhat surprisingly, empathy (EM) correlated positively with assertiveness. Perhaps, empathic individuals are able to speak up for themselves while considering the feelings of others? Positive correlations were observed between Social Judgment (SJ) and objectivity, need for personal freedom, assertiveness, and optimism. In general, the EQP did provide some discrimination between the Master and General Teacher groups. There also was evidence of its validity in comparison to the Assess Personality Inventory. There was some variance in the scores within the Master and General Teacher groups. Hence, it would be interesting to relate the EQP to performance within these groups. Future research should include information with respect to performance. Author: Colleen O Brien-Wood, M.A., Self-Management Group, Suite 304, 155 Rexdale Blvd., Toronto, Ontario, M9W 5Z8, Telephone: (416) , Toll-free: , Fax: (416)