The aim of this study was to explore the interpersonal emotional intelligence (EI) awareness of school leadership in enhancing social justice aspects such as equity, access, and inclusive participation in selected schools in the Libode Educational District of the Eastern Cape Province. This District, like many other rural Districts in South Africa, faces serious leadership issues that impact how school leaders enact social justice practices in schools. In this study, the relevance of EI, especially as it relates to school leaders’ attitude towards social justice practices and their expected ability to interpret and manage their own emotions and therefore act in an appropriate way in their leadership role, cannot be underestimated. This qualitative study employed twelve in-depth interviews with research participants that included six purposively selected principals and six deputy principals. Further data collection and content analysis consisted of six focus group (FG) interviews with heads of departments (HODs) and school governing bodies (SGBs). The iterative interaction between data collection, analysis and interpretation was utilised. This was done in order to enhance reliability and validity. This was also intended at evolving categories and sub-categories from which findings might arise. Inductive reasoning was employed by utilising supportive statements gathered by means of analysing the explorative and descriptive interview results, as well as by using accessible and appropriate literature connected to the topic being discoursed. The key findings that emerged through the descriptive, exploratory, and social interpretive perspectives used in this study were supportive of the interconnectedness between the interpersonal EI abilities of social-awareness and relationship-management in enhancing social justice practices with regard to equity, access, and inclusive participation.
| Published in | International Journal of Psychological and Brain Sciences (Volume 7, Issue 4) |
| DOI | 10.11648/j.ijpbs.20220704.11 |
| Page(s) | 35-43 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Access, Emotional Intelligence, EI, Equity, Social Justice, Inclusive Participation
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APA Style
Samuel Bese. (2022). Exploring Interpersonal Emotional Intelligence Awareness of School Leadership in Enhancing Social Justice in Schools. International Journal of Psychological and Brain Sciences, 7(4), 35-43. https://doi.org/10.11648/j.ijpbs.20220704.11
ACS Style
Samuel Bese. Exploring Interpersonal Emotional Intelligence Awareness of School Leadership in Enhancing Social Justice in Schools. Int. J. Psychol. Brain Sci. 2022, 7(4), 35-43. doi: 10.11648/j.ijpbs.20220704.11
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Download@article{10.11648/j.ijpbs.20220704.11,
author = {Samuel Bese},
title = {Exploring Interpersonal Emotional Intelligence Awareness of School Leadership in Enhancing Social Justice in Schools},
journal = {International Journal of Psychological and Brain Sciences},
volume = {7},
number = {4},
pages = {35-43},
doi = {10.11648/j.ijpbs.20220704.11},
url = {https://doi.org/10.11648/j.ijpbs.20220704.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijpbs.20220704.11},
abstract = {The aim of this study was to explore the interpersonal emotional intelligence (EI) awareness of school leadership in enhancing social justice aspects such as equity, access, and inclusive participation in selected schools in the Libode Educational District of the Eastern Cape Province. This District, like many other rural Districts in South Africa, faces serious leadership issues that impact how school leaders enact social justice practices in schools. In this study, the relevance of EI, especially as it relates to school leaders’ attitude towards social justice practices and their expected ability to interpret and manage their own emotions and therefore act in an appropriate way in their leadership role, cannot be underestimated. This qualitative study employed twelve in-depth interviews with research participants that included six purposively selected principals and six deputy principals. Further data collection and content analysis consisted of six focus group (FG) interviews with heads of departments (HODs) and school governing bodies (SGBs). The iterative interaction between data collection, analysis and interpretation was utilised. This was done in order to enhance reliability and validity. This was also intended at evolving categories and sub-categories from which findings might arise. Inductive reasoning was employed by utilising supportive statements gathered by means of analysing the explorative and descriptive interview results, as well as by using accessible and appropriate literature connected to the topic being discoursed. The key findings that emerged through the descriptive, exploratory, and social interpretive perspectives used in this study were supportive of the interconnectedness between the interpersonal EI abilities of social-awareness and relationship-management in enhancing social justice practices with regard to equity, access, and inclusive participation.},
year = {2022}
}
TY - JOUR T1 - Exploring Interpersonal Emotional Intelligence Awareness of School Leadership in Enhancing Social Justice in Schools AU - Samuel Bese Y1 - 2022/10/11 PY - 2022 N1 - https://doi.org/10.11648/j.ijpbs.20220704.11 DO - 10.11648/j.ijpbs.20220704.11 T2 - International Journal of Psychological and Brain Sciences JF - International Journal of Psychological and Brain Sciences JO - International Journal of Psychological and Brain Sciences SP - 35 EP - 43 PB - Science Publishing Group SN - 2575-1573 UR - https://doi.org/10.11648/j.ijpbs.20220704.11 AB - The aim of this study was to explore the interpersonal emotional intelligence (EI) awareness of school leadership in enhancing social justice aspects such as equity, access, and inclusive participation in selected schools in the Libode Educational District of the Eastern Cape Province. This District, like many other rural Districts in South Africa, faces serious leadership issues that impact how school leaders enact social justice practices in schools. In this study, the relevance of EI, especially as it relates to school leaders’ attitude towards social justice practices and their expected ability to interpret and manage their own emotions and therefore act in an appropriate way in their leadership role, cannot be underestimated. This qualitative study employed twelve in-depth interviews with research participants that included six purposively selected principals and six deputy principals. Further data collection and content analysis consisted of six focus group (FG) interviews with heads of departments (HODs) and school governing bodies (SGBs). The iterative interaction between data collection, analysis and interpretation was utilised. This was done in order to enhance reliability and validity. This was also intended at evolving categories and sub-categories from which findings might arise. Inductive reasoning was employed by utilising supportive statements gathered by means of analysing the explorative and descriptive interview results, as well as by using accessible and appropriate literature connected to the topic being discoursed. The key findings that emerged through the descriptive, exploratory, and social interpretive perspectives used in this study were supportive of the interconnectedness between the interpersonal EI abilities of social-awareness and relationship-management in enhancing social justice practices with regard to equity, access, and inclusive participation. VL - 7 IS - 4 ER -
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