Emotional Intelligence: How do your emotions affect your team?
Across all walks of leadership, there exists a critical yet often overlooked component that plays a pivotal role in shaping not only the success of the institution: emotional intelligence (EQ). Emotions are an intrinsic part of the human experience, and their impact on leadership and team dynamics cannot be overstated.
Often there is a misunderstanding between feelings and emotions. Feelings are when we become aware of our emotions and our emotions are shaped and triggered by the physiological data our body is receiving from within it and our surrounding environment. E(energy) in motion. Tuning in to our emotions is actually increasing the awareness of our feelings and that of others. It is like becoming aware of how brightly your car lights are shining and how to tune their use according to the environment we are in. How do we tune the energy of our whole community rather than burn out the battery? If we can begin to manage our emotions like the beam button on our cars, we are bringing a new sensitivity to our fellow drivers and remembering to switch them off if we are to recharge.
Within education however, the formal system frequently neglects the teaching and nurturing of emotional intelligence, leaving adults under-developed in navigating the challenges and a restricted capacity to manage high stakes of working in a person-centred and often highly charged setting. With behaviour becoming the overriding reason for staff leaving the workforce, are we looking deep enough at the underlying causes as to why students are ill-prepared to navigate their emotions as young people and adults, fuelling a negative cycle of emotions?
In this blog, we will explore the significance of EQ in leadership positions, explore the consequences of its absence in education, and draw connections to Ken Wilber's lines of human development.
I. Understanding Emotional Intelligence in Educational Leadership
Emotional intelligence, often abbreviated as EQ, encompasses a range of skills that revolve around recognising, understanding, managing, and effectively utilising emotions in oneself and others. In educational leadership roles, EQ is an indispensable asset that influences decision-making, teamwork, communication, enhanced and sustainable performance, and ripples through the foundations of school culture.
There is established evidence to show that Leaders with high emotional intelligence are better equipped to understand the needs, concerns, and motivations of their team members. This heightened empathy and compassion allows them to build stronger relationships, resolve conflicts more effectively, and create a positive work environment. In an educational context, this translates to more engaged teachers, improved student outcomes and enhanced overall school performance. This is key. In our experience, the biggest gap in leadership quality is in man management. Beautiful strategy is never implemented because teams will not follow.
Within the complex ecosystem of an educational setting, diverse teams of educators, administrators, and support staff must collaborate (bring their collective energy) to achieve common goals. Emotional intelligence is the glue that holds these teams together. Leaders with high EQ can inspire trust, boost morale, and foster a sense of belonging among their team members. This, in turn, leads to increased productivity and a more harmonious work atmosphere. Staff with high emotional intelligence are invaluable assets- they excel at connecting with other staff members and students to understand students' unique needs and providing effective support and guidance. Their empathy and patience create a safe and nurturing learning environment, where students thrive academically and emotionally and witness positive role modelling for mature emotional intelligence.
II. The Gap in Emotional Intelligence Education
Despite its undeniable importance, the development of emotional intelligence is often absent from formal education curricula. Students graduate with an abundance of knowledge in subjects like mathematics, science, and literature but often lack the skills to navigate the complexities of their own emotions and relationships. This gap in emotional education has far-reaching consequences and without doubt damages performance and wellbeing.
Upon leaving the education system, students enter a world where emotional challenges are inevitable. They must manage stress, cope with setbacks, and navigate interpersonal relationships. Without a foundation in emotional intelligence, many find themselves ill-equipped to handle these real-world situations effectively, often leading to stress-related health issues, strained relationships, and decreased overall life satisfaction- and more frequently symptoms of this occur whilst they are still in compulsory education. What many call mental health is actually a lack of emotional maturity.
This absence of emotional intelligence education perpetuates a vicious cycle. Individuals who have not learned to manage their emotions are more likely to react impulsively, make poor decisions, and struggle with interpersonal conflicts. These behaviors, when carried into leadership roles, can have a detrimental impact on the work culture (who wants to work with someone with negative energy?) and the overall performance of educational institutions.
III. Emotional Intelligence and Ken Wilber's Lines of Human Development
Ken Wilber, a prominent philosopher and integral theorist, developed a comprehensive framework for understanding human development known as "integral theory." Within this framework, Wilber identifies multiple lines of human development, including cognitive, moral, and emotional development. Emotional intelligence aligns closely with the emotional development line.
According to Wilber, emotional development represents an individual's capacity to recognize, understand, and regulate their emotions, as well as empathize with and relate to the emotions of others. This line of development progresses in stages, with each stage building upon the previous one. In the context of education, it is essential to recognise that emotional development is not automatic; it requires intentional cultivation.
The emotional state of a leader holds significant sway over a team's dynamics and overall performance, underlining the critical role of emotional intelligence (EQ) in leadership. Leaders with high EQ possess an acute awareness of their own emotions and the ability to manage them effectively, which, in turn, influences their team in several ways.
Firstly, emotions are contagious. A leader's positive emotional state can inspire team members, fostering motivation, creativity, and a sense of security. When a leader radiates enthusiasm and confidence, team members are more likely to share these sentiments, leading to higher levels of engagement and productivity. This emotional resonance aligns with one of the core principles of EQ, which emphasises understanding and regulating one's emotions.
Conversely, leaders who struggle to manage their emotions can inadvertently create a toxic atmosphere within the team. Negative emotions like anger, frustration, or anxiety can spread quickly, leading to fear and uncertainty among team members- reinforcing a negative spiral. This emotional discord hinders effective communication, collaboration, and problem-solving, ultimately impeding the team's progress.
In his book "Drive: The Surprising Truth About What Motivates Us" Daniel Pink discusses the relationship between a leader's emotional intelligence and its impact on the team's motivation and performance linking the factors that drive individual and team success in the workplace. Perhaps a more renowned name in the emotional intelligence world is Daniel Goleman whose groundbreaking research on emotional intelligence (EQ) emphasises the critical role of EQ in leadership effectiveness. Leaders with high emotional intelligence, according to Goleman, are better equipped to recognise and manage their emotions and the emotions of others. When a leader exhibits emotional self-awareness, self-regulation, empathy, and strong interpersonal skills—key components of EQ - it sets a positive tone within the team.
Leaders who possess emotional intelligence, as identified by Goleman, can foster a more emotionally intelligent team. They lead by example, becoming a beacon, demonstrating the importance of recognizing and understanding emotions in the workplace. This, in turn, encourages team members to develop their own emotional intelligence, resulting in improved communication, collaboration, and overall team cohesion.
Wilber's integral theory emphasizes the importance of addressing all lines of development in a holistic manner. Just as we prioritise cognitive and moral education, we must also incorporate emotional development into the curriculum. This integration can take various forms, for example:
Emotional Literacy: Teaching students to identify and label their emotions accurately.
Emotional Regulation: Providing strategies for managing and regulating emotions in healthy ways. Diving deeper to look at physiological development, such as Polyvagal Theory.
Empathy and Social Skills: Fostering the ability to understand and relate to the emotions of others, promoting effective communication and conflict resolution.
By incorporating these elements into education, we can better prepare students for the emotional challenges they will encounter throughout their lives.
There are a whole host of approaches that the education sector could take to cultivate emotional intelligence in education, from initial teacher training to curriculum integration, specific programmes, parental involvement and the creation of ‘heat experiences’ where students are given the safe opportunity to question and explore their own emotional responses and regulation.
Educational leaders, in particular, must wake up to the profound responsibility to foster emotional intelligence among their teams and students. By recognising the significance of EQ, addressing its absence in education, and taking practical steps to integrate emotional intelligence into curricula and school culture, we can ensure that the next generation leaves the educational system not only academically proficient but also emotionally prepared to face the challenges and opportunities of the world beyond.
As educational professionals, embracing and nurturing emotional intelligence is not just an option - it is an imperative that will shape the future of our students, performance, our institutions, and our society.
If you are interested in exploring cutting edge coaching opportunities further for either yourself or your team and the benefits it can offer more widely for your organisation, we would be delighted to discuss options further. Please book a discovery call or contact us at info@glasshouselab.com.
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References:
Goleman, D., 2020. Emotional intelligence. Bloomsbury Publishing.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Wilber, K. (2005). Introduction to integral theory and practice. AQAL: Journal of Integral Theory and Practice, 1(1), 2 - 38.