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The Relationship between Emotional Competence and Instructional Leadership and Their Association with Learner Achievement
Abstract
The mandated approach to school leadership in South Africa has not produced any significant improvement in learner achievement during the last decade. A new approach to leadership with greater emphasis on the ideographic dimension of school leadership is necessary. This chapter investigates how principals' can utilize emotional competence and instructional leadership to influence learner achievement. The structures of emotional competence and instructional leadership are investigated using factor analysis and Structural Equation Modeling. These constructs are linked to learner achievement data. Intrapersonal emotional competence impacted directly on interpersonal emotional competence, which in turn, impacted directly and indirectly on all the components of instructional leadership. The postulated pathways in the model were statistically significant and substantively meaningful. The model suggested by this research indicates that learner achievement can be influenced in a collaborative way by school leaders via utilization of emotional competence and the four components of instructional leadership.
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