Seminal Background
Existing research on the influence of leadership on the state of affairs within an organization has been covered in many leadership theories that first appeared in mid-1960s and then have been improved over time to appeal to contemporary organizations. Some of the earliest theories include situational leadership promoted by Hersey et al. (1979, p. 422), path-goal theory popularized by House (1971, p. 329), and the leadership substitutes theory outlined by Jermier and Kerr (1978, p. 382). Each of the theories listed above took on the concepts of relations- or task-oriented behaviors and established these two categories as the essential basis of leadership during the two decades from 1960 to 1980.
As it is also concluded in the research completed by House (1971, p. 335) and Shamir et al. (1993, p. 579), each of the meta-categories of leadership from above could be seen as affecting leadership effectiveness, depending on how the intended leader’s traits and skills were applied. Beginning from the 1980s, according to Yukl (1989, p. 267), the majority of leadership-related research was centered on the effects of transformational and charismatic leadership. Such authors as Avolio et al. (1999, p. 445), Konger and Kanungo (1987, p. 641), and Shamir et al. (1993, p. 580) paved the way for these two new meta-categories and created a consistent basis of findings associated with effectiveness of certain leadership styles.
It may also be noted here that it was decided to measure leadership effectiveness with the help of transformational approaches during the 1980s, but the majority of these studies showed inconsistency when completed for charismatic and transactional leadership (Van Knippenberg & Sitkin, 2013, p. 26). The key problem that was outlined during that time was the increasingly high number of limitations associated with the effects of leadership on organizational performance. Yet, diverse component behaviors have made it impossible to exclude one or another study outcome, as the majority of factors were unpredictable and hard to interpret (Kotterman, 2006, p. 13). Relevant behaviors could have been mistaken for the measured behaviors, so it bared the weakness related to overreliance on conventional research methods as well, making same-source survey investigations irrational and unacceptable. Objective performance measures were overlooked occasionally, leaving more room for subjective claims and incorrect evaluations of leadership effectiveness.
The concept of meta-categories picked for survey research projects on leadership effects and organizational performance turned out to be a breakthrough notion for studies on leadership-related behaviors. In order to increase their chances to achieve relevant results, researchers started implementing behavior description questionnaires and also completed a series of observations and generated critical incidents to evaluate reactions linked to the response to external interventions (Yukl, 1989, p. 269). For the researchers, it became an essential task to see how organizations respond to different leader decisions and actions. There were also studies that included field experiments in an attempt to manipulate certain behaviors as well as to propose an updated taxonomy for operative leadership methods and strategies. Further comparisons enriched the basis for research on leadership and created indicators for the evaluation of (in)effectiveness of leadership.
One more crucial effort exerted to explain and systematize leadership was generated by Northouse. He linked leadership to a universal appeal that served as a motivator to research leadership further for other scholars even when there was plenty of data available on it. Northouse (2014, p. 69) was one of the first leadership researchers to recognize the challenges inherent in the highly-valued phenomenon of leadership and develop a unique conceptualization of leadership styles and techniques. Goal attainment and organizational achievements were placed in the center of the leadership paradigm, making it safe to say that leadership could be synonymous with a sort of influence intended to assist the group in numerous ways (Kotterman, 2006, p. 13). With the issues affecting both leaders and their followers on a non-stop scale, it was decided to confront the misunderstandings between these two cohorts in order to achieve improved organizational performance.
Research on leadership gradually started focusing on leadership as on a concept that goes beyond a mere description of a human trait. Northouse (2014, p. 81) claimed that the trait-based perspective was crucially outdated and limited potential leaders in terms of how they saw they contribution to society. Rosch and Kusel (2010, p. 30) and Algahtani (2014, p. 76) also started viewing these special characteristics as something important within the framework of leadership effectiveness evaluation. With a suggestion that leadership could be learned, Northouse (2014, p. 35) unlocked the idea that everyone could become a leader in the case where they exerted enough effort and gained a great deal of field experience (Northouse, 2007, p. 324). This approach to leadership unlocked two more meta-categories of leadership forms: emergent and assigned.
With a formal position within the organization, leadership could be assigned, while emergent leaders mostly appeared within environments where enormous support from followers could be achieved (Datta, 2015, p. 22). For Northouse (2007, p. 319), leadership is a process where individuals across any given organization have the capability of exchanging emergent and assigned roles in order to address the concept of power and influence each other where necessary. Speaking of power, two types were outlined first: personal and position (Lunenburg, 2012, p. 4). The former related to followers and could be achieved only in the case where workers treated leadership as a shared value that could be altered or transferred (Liu et al., 2003, p. 825). As for position, it was mostly associated with a formal system where an assigned leader had slightly more authority than their followers (Algahtani, 2014, p. 30). The importance of this division came from the idea that change could be achieved via numerous ways, with no universal leadership answers being available to either scholars or executives.
One of the important ideas shared by Northouse (2014, p. 77) and Rosch and Kusel (2010, p. 30) was that coercion could not be utilized within any context to have followers maintain their connection to the leader. Instead, their definitions of leadership revolved around the hypothesis that there could be a common goal for team members to achieve. Threats and punishments were finally deemed as ineffective due to the fact that adequate leadership could not be achieved through brute force (Liu et al., 2003). There should also be a line drawn between how employees and leaders should view leadership and management. Even though these two overlap, they do not answer the same questions. According to Northouse (2007, p. 317) and Levinson (1980, p. 497), planning and organization tasks are most often characteristic of managers and the influence process is what leadership emphasizes.
Nevertheless, the high level of flexibility inherent in the notions of management and leadership is what keeps the discussion intact because the former is often linked to order and stability whereas the latter is responsible for constructive change (McGill & Slocum Jr, 1998, p. 43). There is also research drawing a thick line between managers and leaders, claiming that managers should remain reactive and less involved in the emotional side of their tasks and leaders could be described as proactive individuals willing to remain emotionally involved no matter what (Datta, 2015, p. 28). Both Yukl (1989, p. 274) and Northouse (2014, p. 109) see leadership and management as overlapping because they focus on the most efficient ways of influencing team members and helping them attain the required goals. Their seminal work proves that the complexity of leadership has not been addressed adequately yet, as there is an infinite magnitude of real-life situations requiring all-inclusive interventions that cannot be related exclusively to management or leadership.
Leadership Theories
Models of Leadership Styles
Trait-Based Theory of Leadership
The first model of leadership styles is based on a person’s traits. This means that a person should possess a number of personality characteristics (also known as traits) to lead their followers effectively. The majority of trait theories that were developed over the course of the last several decades all focus on the idea that leadership was an innate quality that people either had or did not have at all (Derue et al., 2011, p. 14). Nevertheless, a less conventional approach to trait-based leadership styles allowed the researchers to find more traits and qualities that could be identified in individuals in addition to the alleged leadership capability. This means that external behaviors could be much more important than distinct traits, meaning that the internal processes and beliefs represent a much bigger strength for effective leaders.
The key proposition related to the trait-based theory is that there should be vivid differences between leaders and followers in terms of how these two groups interact with each other and what kind of traits they possess that make them into successful leaders (Kirkpatick & Locke, 1991, p. 53). Therefore, individuals in subordinate positions do not necessarily possess weaker leadership capabilities. These differences between leaders and followers are utilized within the framework of the trait-based theory to distinguish the ones who have predisposition to leadership from the ones who do not have it (Vroom & Jago, 2007, p. 17). According to the basic understanding of the trait-based theory, excellent communication skills may be helpful when pointing out a strong leader (Tett & Burnett, 2003, p. 500). Some of the not so significant variables are height, extroversion, and self-assurance, but their influence on the trait-based leadership is discussed in the literature in an inconsistent manner (Walter & Scheibe, 2013, p. 890). With this being said, the differences between the alleged leaders and their followers might be too trivial to be considered statistically significant.
The literature on the subject also suggests that the trait-based theory is affected by several flaws that cannot be eradicated. One of the weaknesses of the theory is that individuals who do not possess developed communicative skills might become effective leaders or even vice versa (O’Toole, 2001, p. 167). This means that the traits possessed by a person do not necessarily outline their leadership capabilities or a certain predisposition to organizational authority. This problem may be still affecting leaders due to the presence of situational variables that require strong interventions only during unprecedented events such as a political crisis or a war (Kirkpatick & Locke, 1991, p. 53). The absence of a definite leader might also become a problem for an organization where authority belongs to the team members who are contingent on the premise of the trait-based theory (Tett & Burnett, 2003). It should also be noted that the effectiveness of leadership styles stemming from the trait-based theory is situational, which means that there are too many additional variables affecting one’s leadership within the organization (Vroom & Jago, 2007, p. 17). There is no complete list of traits that should be present in a leader to make them successful and predict organizational achievements.
Behavioral Theory of Leadership
Behavioral theories ultimately focus on how a great leader might behave to cause their followers perform in a certain way or cooperate effortlessly. One of the first frameworks proposed under the name of behavioral theories was elaborated by Kurt Lewin, who divided all leaders into three major categories: autocratic, democratic, and laissez-faire (Derue et al., 2011, p. 28). Autocratic leaders were hypothesized to make decisions without consulting the team – it was best for quicker organizational functioning and unimportance of team agreement. Democratic leaders, on the other hand, expect at least some input from the followers in order to achieve an agreement and manage all the different perspectives accordingly. Laissez-faire leaders mostly choose not to interfere at all when it comes to decision-making, but this approach only works at the time when the team itself is motivated enough and does not have any problem functioning without supervision. The ability to pick the right behavioral approach could be an essential asset for an expert leader expecting to achieve positive outcomes.
According to Yukl (1971, p. 432), the behavioral theory is a rather beneficial approach to leadership because it helps leaders outline the necessary plan of action for their organizational improvement attempts. The fact that leaders have the opportunity to learn in the meantime is also an important benefit that should not be overlooked when gaining more insight into circumstances causing leaders to become more flexible (Denison et al., 1995, p. 531). The quicker process of adaptation is what makes the behavioral theory so popular among scholars. They can actually witness specific decisions related to how one could become a better version of themselves and make effective decisions that would promote efficiency across the organization (Conger & Kanungo, 1994). Without the ability to adapt, leaders would not be capable of leading the company – this is the key idea inherent in the behavioral theory of leadership. Yet, as suggested by Denison et al. (1995, p. 531), there are certain circumstances that do not support the flexibility that can be achieved with the help of this leadership theory. Therefore, in order to pick the right leadership style stemming from the behavioral theory, a leader would have to evaluate their potential area of activity first.
Contingency Theory of Leadership
Contingency theories are dependent on the situation and also how good a person is in terms of predicting different circumstances and the best solutions. The leader has to find the most effective way to lead while also ensuring that the chosen approach is the best for the given situation (Kriger & Seng, 2005, p. 791). The choice between task-oriented and people-oriented methodologies is also one of the most important assets available to contingency leaders. The two of the most popular contingency-based models are Fiedler’s Contingency Model and House’s Path-Goal Theory. Accordingly, contingency theories might be helpful to leaders who would like to affect their leadership with the help of situational decisions that are not linked to the leader’s traits or behavior.
The most famous model of contingency leadership is the Fiedler model that suggests there are situational factors affecting leadership decisions: leader-follower relations, task arrangement, and position power (Ashour, 1973, p. 347). Leader-follower relations can be linked to the level of confidence team members have in their leader, and how influential the leader truly is in accordance with followers’ feedback (Fiedler & Mahar, 1979, p. 247). Task arrangement is another essential value, as every task has to be clear and all team members have to possess the knowledge required to achieve organizational objectives (Fiedler, 1978, p. 72). The notion of power position relates to how the leader utilizes punishments and rewards to move the team forward and create an environment where mutual respect exists (Ayman et al., 1995, p. 152). Therefore, situational auspices represent the biggest advantage that could be achieved when adhering to Fiedler’s model. The leader should carefully assess their leadership style in order to avoid exposing the team to their inflexibility or any other weak side, and Fiedler’s model is the best option to gain more insight into advantages and disadvantages of one’s leadership style.
Power and Influence Theory of Leadership
The power and influence theories aim at the process of appealing to followers and mildly forcing them into performing at higher levels while not turning to a completely autocratic style of leadership. The most famous power and influence theory known to contemporary leaders is Raven’s Five Forms of Power. This model is a significant contribution to one’s leadership because it highlights (a) personal power through charm and personal appeal and (b) positional power through coerciveness, rewards, and legitimacy (Raven, 1993, p. 240). The core suggestion here is that personal power is the best alternative that could help an individual lead a diverse team. Another specific power and influence style is transactional leadership. In this case, the core idea is that most individuals only perform their tasks for specific rewards and no other reasons (Erchul et al., 2001, p. 11). Overall, the bottom line is that the majority of leadership styles under the power and influence theories are shaped by a highly motivating workplace environment and reasonable rewards that are utilized on a repeated basis.
There are several types of power that are characteristic of the current theory:
- Coercive: even though it is deemed as one of the least effective types of power, it is most likely to be abused by inexperienced or irrational leaders despite the lack of positive consequences (Harrell & Simpson, 2016, p. 1294). The most common form that coercive power takes is a threat that the leader expresses in order to force their followers into doing what they do not want to do (Landa & Tyson, 2017, p. 563).
- Rewarding: this particular kind of power is rather similar to coercion, with the only difference being that followers are recurrently being offered a specific reward based on the assignments they complete (Raven, 2008, p. 13). After all, this type of influence works much more efficiently than coercion but it does not bring consistency to the table (Kotter, 2010). As soon as the team gets used to rewards, the leader will have to change the strategy.
- Legitimate: at a certain point of utilizing this type of power, the team should come to the realization that legitimacy offers an improved outlook on responsibility and task-related obligations (Wellman et al., 2016, p. 793). There are both rewards and punishments included in this kind of power in order to motivate followers to adhere to the rules and stay for the rewards (Raven, 1993, p. 241). Nevertheless, it may happen that the leader loses their position, which would ultimately lead to coercion.
- Referent: this type of power would be most likely utilized in the case where the leader in question possesses a great deal of charm and feels accepted by the team (Kudisch et al., 1995, p. 180). This is necessary to help them promote the importance of the tasks that have to be done by followers while maintaining the teamwork factor (Erchul & Raven, 1997, p. 158). Even if this type of power is easy to use in combination with other kinds from the list, a leader abusing their referent power would lose their leadership position quickly.
- Expert: when a leader has expert power, they possess the capability of gaining and sharing knowledge in order to remain relevant and appeal to their followers (Lines, 2007, p. 155). With expert power, comes natural respect that may be hard to destroy even on a long-term scale (Kudisch et al., 1995, p. 188). In practice, expert leaders adjust their efforts to the difficulty of the situation and serve as mentors if needed.
Servant Leadership
Even though existing research tended to define servant leadership as more of a theoretical concept that does not connect to real-life events, the most current research projects in the area somehow prove that the presence of empirical measures could be crucial for further quantitative reviews of servant leadership irrespective of the environment where it would be researched (Eva et al., 2019, p. 117). On the other hand, the majority of such quantitative measures are necessary to ensure that servant leadership is as effective as it is usually described in the literature, meaning that the current characteristics of servant leadership make it a multi-dimensional concept. As per the evidence mentioned by Hoch et al. (2018, p. 512), it has to be researched further in order to see if there could be any other dimensions added to the existing model. One of the essential values that come up first in a discussion dwelling on servant leadership there is an altruistic vocation, which brings a high amount of positivity into one’s activities due to the desire to make the lives of others better than they already are. Such benevolence stands at the basis of servant leadership and generates a purpose that cannot be replicated by any other leadership styles.
Transformational Leadership
Transformational leadership is a relatively new approach that focuses on the ability to generate positive change and create value among followers. According to the literature on the subject, transformational leadership was first approached with the help of assessment of political leaders (Dionne et al., 2004, p. 181). The key idea behind this leadership style is that every follower should contribute by supporting others and generating trust in key players responsible for organizational decision-making. Transformational leadership is aimed at making the team work harder and instilling the willingness to remain loyal to the organization. Bernard Bass significantly improved the discussion on the subject while also underlining the numerous associations between transactional and transformational leadership as well. It shall be concluded that there are four essential aspects of transformational leadership that should be seen as the key to appealing to followers: intellectual stimulation, the ability to inspire motivation, idealization the influence on followers, and application of individual consideration.
Transactional Leadership
The concept of transactional leadership revolves around the idea that one’s followers could be influenced directly through the process of appealing to one’s self-interest. In the case of transactional leadership, the majority of leadership power comes from the formal authority of leaders and the followers’ willingness to obey the given instructions (Antonakis & House, 2014, p. 759). When followers complete the tasks they are given while also getting the respective reward, it allows the team to exchange experience and achieve the required results without resorting to authoritative decision-making. Accordingly, there are four dimensions of transactional leadership that have to be considered when reviewing the impact of it on the team: contingent rewards, active management, passive management, and laissez-faire (Deluga, 1990, p. 196). The rationale behind utilizing transactional leadership is the improved ability to clarify expectations, set mutual goals, and develop effective relationships with stakeholders. Under the influence of transactional leadership, followers may be involved in more instances of organizational decision-making while also having a chance to avoid decision-making in the case where the team lacks direction.
Emotional Intelligence
Seminal Research on Emotional Intelligence
When a leader responds to external stressors with the help of emotional intelligence, it provides them with an opportunity to see how individual needs and aspirations of their followers align against the long-term objectives set by organization executives. Therefore, the leader should be able to appeal to followers’ feelings in order to have the highest level of impact on the follower base (Ovans, 2015, p. 3). As it is also posed by Duncan et al. (2017, p. 14), leaders who are high on the scale of emotional intelligence have the inclination toward spreading positive behaviors and emotions across the organization. This is a helpful concept that makes it easier to realize that emotion management contributes to proper leadership and makes individuals much more authentic when it comes to interpersonal communication. The ability to influence their own motivation and conflict management also makes emotionally intelligent leaders much more successful because of the essential ability to collaborate and maintain a positive state (Lopes, 2016, p. 318). Without creating a decent resonance among followers, no leader will be able to succeed, as their team would not realize the value of emotional bonds and positive feelings.
Models of Emotional Intelligence
Trait-Based Models. The studies on emotional intelligence allowed researchers to gain more insight into the cognitive and trait domains and investigate the value of thought and personal characteristics. Trait-based models are most often utilized when there is a need to investigate the potential of the given individual and predict the range of their possible influence within the organization (Day & Carroll, 2008, p. 774). In other words, traits in emotional intelligence are related to the question of how skillfully a person could operationalize their unique characteristics. The most common understanding of the trait-based model of emotional intelligence does not include the taxonomy of cognitive abilities of humans. Therefore, the presence of subjectivity in experiences defines the strength of the trait-based model and broadens the horizons for researchers interested in leadership investigations that go beyond mere emotional responses.
Ability. The ability-based approach to emotional intelligence is another crucial idea that requires leaders to gain more knowledge in terms of how to perceive emotions, display reasoning, understand others’ emotions, and manage emotions effectively (Devonish & Greenidge, 2010, p. 81). This approach to emotional intelligence affects the leaders’ ability to gain access to nonverbal signs and facial expressions. This is one of the basic skills that have to be developed by leaders who are willing to build better communication with their follower base and promote thinking among every member of the team. With the ability to prioritize emotions, leaders may pay more attention to emotional input and output, especially when there is a need to engage in direct thinking and spark creativity among followers as a matter of fact (Greenidge et al., 2014, p. 235). The problem of understanding of others’ emotions stands at the forefront of the ability-based approach to emotional intelligence because leaders should be similar to observers who are able to interpret the input data within the shortest periods.
Mixed Model. The mixed model of emotional intelligence presupposes that there are five essential constructs that affect the leader’s ability to interact with their followers: self-regulation, self-awareness, empathy, social scale, and motivation. Self-regulation affects one’s positive purpose and the ability to adjust to the ever-changing conditions of the workplace. Self-awareness is the skill of interpreting the essential strengths and weaknesses of the follower base. Therefore, a certain amount of intuition could have a positive impact the proposed mixed model of emotional intelligence (Webb et al., 2013, p. 152). The social scale is a construct that relates to the leader’s ability to define the direction for the followers to go when it comes to safe and effective communication. The construct of empathy allows a person with mixed emotional intelligence to develop several additional outlooks on the same issue while also considering the other people’s needs. The ultimate construct related to emotional intelligence is motivation, which is required to develop self-motivation in followers and develop a culture of achievements. The mixed model of emotional intelligence is an important addition to the existing frameworks because it creates an amalgamated approach to how a leader could establish a positive relationship with their followers.
Leadership Styles and Emotional Intelligence in Certified Educators
Conceptualization of Emotional Intelligence
The concept of emotional intelligence can be divided into the key three categories that are to be analyzed to allow for the development of a better leadership approach to followers: appraisal of emotions, regulation of emotions, and utilization of emotions (Zeidner et al., 2003, p. 80). The appraisal and expression of emotion can be considered the central element of emotional intelligence because it stands for one’s ability to divide self-analysis and others’ emotions while also being intertwined with verbal and nonverbal perception types and empathy. The process of emotion regulation is associated with emotional intelligence because the leader should be able to adjust emotions in not just self, but in other individuals around them as well. The subconcept of utilization of emotions is the most complex construct within emotional intelligence, with creative thinking and flexible planning standing as the basis for decent leadership. Motivation and redirected attention cannot be misinterpreted either, as the leader has to have access to follower redistribution instruments. Overall, emotional intelligence is a multifaceted construct that directly affects one’s ability to communicate with followers and promote the need for alternative dispute resolution practices and a safer workplace.
Phenomenon of Leadership
Leadership has a lot to do with organizational ethics and the ability of the leader to respond to every issue or inquiry ethically correct and take responsibility for actions that are borderline questionable (Chiniara & Bentein, 2016, p. 133). This idea is important because it reflects on the crucial impact of leadership and commitment on the strategies and decisions that move the team forward. This was one of the main reasons why the Servant Leadership Questionnaire appeared and allowed researchers to perform quantitative measurement of a person’s predisposition to servant leadership (Gandolfi & Stone, 2018, p. 266). The current data makes it observable that the extraction of at least one of the factors contributing to a person’s ability to become a decent leader for their followers makes their leadership capabilities weaker and turns the team away from its executives. This is why research often touches upon the value of transformational leadership being one of the viable alternatives for its servant alternative (Newman et al., 2017, p. 51). Nevertheless, it may be hard to replicate the character traits possessed by servant leaders. The transformational-specific dimensions should not be simulated by servant leaders as well because it is one of a few ways for a leadership style based on ethics and empathy would have a chance to survive within any given environment.
Different Leadership Styles and Emotional Intelligence
Even though the ties between emotional intelligence and servant leadership are not often addressed in modern research on the subject of leadership, the exploration in the area continues. One of the ideas shared by scholars is that emotional intelligence is only connected to servant leadership to a certain extent and does not represent a fully-fledged supporting element of the servant leadership style (Du Plessis et al., 2015, p. 5). The rationale behind that idea was that emotional intelligence could be generally linked to leadership and not a specific style that exclusively depends on a person’s ethical and empathetic abilities. The growing body of evidence may be utilized to conclude that the existing connection between emotional intelligence and servant leadership is directed by a person’s ability to maintain and control their emotions depending on the situation that sets up challenges for the team (Bande et al., 2015, p. 146). In order to see the possible similarities between emotional intelligence and servant leadership, one should carefully review the dimensions of emotional intelligence and draw significant parallels between comparable concepts that can be found in both paradigms.
The Role of Certified Education Professionals and Specialized Occupational Risks
One of the possible challenges that affect certified education professionals is the presence of workplace violence. The current evidence shows that violence is a serious occupational risk because educators are recurrently affected by student threats, with female educators being exceptionally exposed to workplace violence (Pihl-Thingvad et al., 2019, p. 847). The increasing risk of physical violence is what makes it important to help certified education professionals to establish improved leadership and communicate with students in more effective ways. Another challenge is the presence of work-related stress in educators that occurs due to the existence of several essential sources of trauma. The inability to follow student performance objectives and the lack of student motivation could negatively affect educators to an extent where they would be pressed by the lack of control and professional recognition (Piquero et al., 2013, p. 386). The increasing chances to get exposed to anger, anxiety, and illicit substance abuse make certified educators exceptionally prone to mental health issues and other challenges associated with the educational process.
Leadership Qualities and Emotional Intelligence Competencies to Mitigate Occupational Risks
Leadership skills possessed by servant leaders have to be mixed with a rather high level of emotional intelligence in order to make it possible for their followers to realize the essential objectives of tasks and demonstrate improved performance with no obstacles. Certified education professionals have to train their emotional resiliency to bring the necessary change and ensure that their servant-like behaviors actually contribute to the improvements. The much-needed positivity cannot be ignored due to the fact that many educational teams do not have the mere motivation to improve anything around them or address follower needs as a matter of fact. With the help of servant leadership, the whole process of learning could be re-enacted in a way that would make all actors involved much more inclined to displaying and gaining emotional intelligence. The presence of any leadership styles rather than a servant might spoil organizational success for certified education professionals because they would not be able to see the essential followers’ aspirations and motivations. This strong correlation between servant leadership and emotional intelligence makes it evident that a leader sporting servant behaviors might earn much more respect from the team than any other leader with a different style.
Certified Educators of EC-12 in Texas
Role of Certified Education Professionals
The role of certified education professionals within the framework of contemporary EC-12 education consists of the key three elements: specific market needs, continuous development, and the presence of in-demand skills. The association between job market skills and certified education professionals is essential due to the increasingly high role of educators within educational institutions, as the return on investment associated with students has to be increased progressively. The concept of continuous development is crucial because it affects the ways in which educators are seen by the state, as the presence of certifications increases the chances of an educator to actually find a job and meaningfully influence their own expertise and child education in the area. The State of Texas currently experiences an upsurge in the number of educators that are willing to extend their qualifications and bridge the gap between required skills and existing knowledge (Everling, 2013, p. 9). Ultimately, the role of certified education professionals within the EC-12 environment relates to sharing some of the in-demand skills with the team. This is particularly true for other modern specializations and not just educators. The significance of each of the three elements is connected to the fact that contemporary educators should possess cross-discipline skills and perform above expectations at most times.
Certified vs. Credential (Traditional/Alternative Certification)
Credentials and certifications in education play an important role because they ensure that the given specialist has the required skills and experience to interact with students and actually educate them to an extent where they would gain a better understanding of what is expected of them. Credentials are critical because they are issued as potential proof of the fact that the given educator is competent and capable of carrying out all the required duties (Flores et al., 2004, p. 39). It provides the respective educational facility with a competitive advantage because experience and education possessed by an educator could go beyond mere interactions with EC-12 students. Certifications represent the validation of an educator’s knowledge in a certain subject, meaning that the educator gets their educational achievements acknowledged on a state level (Kee, 2012, p. 30). The areas of certifications are much narrower than their credential alternatives because the number of challenges experienced by educators changes drastically depending on whether an educator is certified or credentialed. It should also be critical to mention certificate programs as one of the essential opportunities to get an educational degree and only get the educators to investigate a single area of education-related questions, with coursework supporting the certificate. Despite the presence of crucial differences between certified and credentialed educators, the role of instructors remains irreplaceable nonetheless due to the necessity to gain professional skills and experience in order to share them with students later.
Traditional or Nontraditional Schools
Public. The majority of schools across the US (including the State of Texas) are of the public type, with the very first public educational facility being established in 1635. The education that public schools currently provide to students is mandatory and requires all children to attend classes. The only difference that affects K-12 education is the age of attendance that might vary from one state to another (Fisher & Waller, 2013, p. 24). The most important finding about public schools in the US is that they are funded from three essential directions, which are the local, the state, and the federal governments. The state government has to invest the most resources in public schools, with almost half of the revenue from property taxes and other types of incomes being spend on education. Another large portion of school funding comes from the local authorities, as it is effectively covered by the property tax revenue. The least participation is usually displayed by the federal government, with not more than 10% of the total investments (Sass et al., 2012, p. 21). Every child within the school district should be accepted to the respective public school, but the destination school should be defined after students passing the required tests or sharing special needs (if any). Being the oldest type of schools, public educational facilities provide an all-inclusive education that touches upon the majority of common subjects and allows students to gain insight into the essential knowledge shared by educators.
Private. As for the private schools, there could be four essential types of these educational facilities found across the State of Texas: religious, prep, independent, and boarding. Religious schools are established by religious organizations and, most often, limit their students in terms of student faith. There are religious schools that do not receive any government-led investments, which creates the need to charge tuition and pick the prospective students in advance (Meier et al., 2015, p. 143). The most important finding about religious schools is that they are not adhering to government regulations under any specific legislation.
Prep schools stand for tuition-based educational facilities where the whole process of learning resembles college. After all, prep schools also pay essential attention to the value of sports (Martinez & Welton, 2014, p. 822). In prep schools, administration tends to mix up common well-rounded education with sports participation.
Independent schools are only funded by tuition fees, and the general instructional style across such facilities is relatively frivolous. The level of accreditation for these schools is identical to that same level of public schools (Guerra Jr & Brown, 2012, p. 3). Nevertheless, approaches to the learning process differ depending on the location. In independent schools, classes are usually smaller than in any other type of school.
Finally, boarding schools are completely independent and give some of the students an opportunity to live on the campus throughout the school year. There are boarding schools that allow military training and a more thorough focus on specific subjects (Bass, 2014, p. 22). There are competitive admissions characteristic of boarding schools that establish the need to conduct entrance exams or even custom auditions.
It may be safe to say that private schools are not as popular in Texas as their public alternatives, but their impact broadens the horizons for both learners and educators, as all of them get a chance to obtain new knowledge and exchange experiences.
Charter. This type of schools mostly receives funding from the public resources but the key difference between charter and public schools is that students are always accountable for their academic outcomes in charter facilities. There are specific state and federal standards that charter schools have to follow, but the level of flexibility that the administration may be able to achieve goes way beyond mere education-related policies (Gronberg et al., 2012, p. 308). Altered organizational culture and methods could become a valuable addition to administrative control that charter executives have over the rules established within the facility. In order to help the facility become a charter school, the management has to share the mission and intended goals with the funders which would eventually result in either a reasonable investment or an informed refusal. On average, charters in Texas are left up to five years, with the management remaining accountable for coming up with renewed goals and vision not to get the charter revoked (Wei et al., 2014, p. 19). There is a plethora of organizations that may be investing in charter schools: from non-profit corporations to full-size business companies. The level of popularity of charter schools is varied partially because of the randomized lottery system that serves as the basis for student admission methodology. Accordingly, charter schools provide educators with a decent level of flexibility but do not establish enough transparency and educator-student communication to ensure that the proposed initiatives are going to have a positive influence on the learners.
Professional Development of Emotional Intelligence in Educational Setting
The link between emotional intelligence and the effectiveness of educational methods plays a special role in the discussion on the topic of professional educator development. The current evidence shows that Texas educators do not pay enough attention to the lack of emotional intelligence and tend to overlook the increasingly high benefit of maintaining positive communication with the learners and colleagues (Zysberg et al., 2017, p. 125). The potential of developing emotional intelligence, though, should be seen as a career-changing opportunity for educators because of the increased ability to systematize personal experience and receive enough training to maintain an exceptional level of professional effectiveness. On the other hand, the process of developing emotional intelligence would also affect students, as they would probably meet enhanced academic outcomes and demonstrate a much more positive outlook toward educator’s interventions and skills (Hen & Sharabi-Nov, 2014, p. 381). Educators who are highly trained in emotional intelligence might have a chance to transform the notion of school discipline and generate more pro-social behaviors in all actors involved in the process of education. To conclude, educational setting forces educators to spend extracurricular time to improve their skills and develop an improved level of emotional intelligence that might be the best way to build effective relationships with other participants of the educational process.
Federal Education Programs
Non-Title I vs. Title 1 Schools
The educational program named Title 1 is the biggest educational program currently available that is funded by the federal government and provides enough services and resources to the regions where the concentration of poverty affects academic outcomes in the majority of students. Accordingly, a non-Title 1 school is a conventional educational facility that does not have access to as much federal resources and other kinds of funding. Therefore, the so-called Title 1 students have the opportunity to benefit from the federal resources that could help them pursue educational goals and receive supplemental funds in order to cope with the current socioeconomic status (Aykac & Msengi, 2019, p. 5). According to the program, every Title 1 student should have the right to benefit from a free lunch program (or its reduced version) and slightly different instructional activities that require parents and counselors to get involved in the educational process more actively than usual. There are many ways to utilize Title 1 funding to support students across Texas and serve different communities that could be affected by limited access to resources, disabilities, homelessness, or any other specific issue (O’Haver et al., 2014, p. 236). Compared to non-Title 1 schools, their Title 1 alternatives are much more focused on the improvement of educational practices because it unlocks additional funding and makes it possible to evaluate the yearly progress.
Elementary Secondary Education Act
The key idea behind the Elementary Secondary Education Act (ESEA) is that vulnerable students should have identical access to the crucial resources similarly to their counterparts who are not affected by socioeconomic issues whatsoever. Since the advent of ESEA, low-income students across the whole country became much more supported by the government, with numerous federal grants maintaining consistent scholarships, textbook supply, and education centers (Sharp, 2016, p. 10). The significance of the ESEA initiative also relates to the legal backing of federal grants that could be utilized to improve the secondary and elementary education across the whole country. With the initiative being active for more than three decades in a row, the government realized the crucial importance of funding education, especially across low-income communities (Nelson, 2016, p. 359). The local nature of the issue is recurrently supported by the commitment of the government to resolve the issue and provide every student with an equal opportunity to meet the government’s expectations and benefit from an increasingly high amount of resources meant for educational facilities.
No Child Left Behind
The No Child Left Behind (NCLB) initiative also became a crucial measure in the process of responding to the gap in academic achievements between students coming from a variety of socioeconomic backgrounds. The government tried to display an increased amount of accountability and promote transparency in education with the help of addressing the civil rights of students who are recurrently exposed to adversities and all kinds of risks (Levine & Levine, 2012, p. 107). Nevertheless, compared to ESEA, NCLB is somewhat flawed due to the need to lower the standards and get away from actually rewarding all kinds of success in order to push the intervention similar to one-size-fits-all initiatives. The state-established goals became not so important within the framework of NCLB, making it possible for the eligible organizations to step away from the essential objectives of the policy and introduce punishment options, making the NCLB policy less strong than ESEA (Grissom et al., 2014, p. 426). This ultimately means that Texas educators should be extremely vigilant when it comes to picking the right framework to implement their initiatives and support the existing policies with vote and allocation of resources.
Mitigating Factors for Occupational Risks
Job Satisfaction
The essential value of job satisfaction for educators directly relates to their ability to maintain self-efficacy and moderate student reactions with the help of their emotional intelligence, creating discipline and improved academic achievements. This actually reinforces the idea that the impact of job satisfaction on professional educators is too huge to be overlooked as a trivial consequence of being exposed to continued stress (Song & Mustafa, 2015, p. 366). Self-efficacy training could be a helpful asset allowing educators to overcome the possible obstacles to incapacitating occupational risks and developing a different perception of those at the end of the day. When an educator is not as effective as they expect, it will most likely create a situation where they are not going to be capable of improving student performance and behaviors even possessing the required professional skills and a decent level of emotional intelligence (Cumming, 2017, p. 585). It may be concluded that job satisfaction is one of the most important predictors of occupational risks for Texas educators because it affects their self-efficacy beliefs and leads to unsuccessful experiences of teacher-student interactions.
Burnout
The concept of burnout is another crucial occupational risk for educators because they would quickly start feeling incompetent after getting exposed to the thought of an insufficient personal value due to the inability to perform certain tasks under consistent pressure. Burnout is a psychological condition that cannot be overlooked by educators due to the high level of interconnectedness between physiological and environmental responses to external stressors generated by educators (Ford et al., 2019, p. 626). After a consistent exposure to emergency events that are rather typical for the school setting, educators might get used to adrenaline and cortisol released into their blood, which would make them much more anxious and nervous. A more detailed outlook on burnout and its role in the professional activity of certified educators might be required to find how teachers could replenish their energy and respond to the stressors differently with the help of emotional intelligence (Chang, 2013, p. 809). The occupational risk of burnout cannot be underestimated because it forces educators to step away from their everyday duties and spend more time coping with the consequences of prolonged exposure to stressors.
Turnover
The key reason why turnover matters for certified educators is the fact that student achievements would recurrently drop under the influence of constantly changing team of teachers and administrative actors. Contrarily to a popular belief, the whole school could be suffering from an increased rate of educator turnover and not just the new teacher’s classroom (Holme et al., 2018, p. 66). The problem becomes even worse when it comes to low-income or minority students, as they are much more vulnerable in socioeconomic terms and would unconsciously reduce their academic performance in response to the high rate of teacher turnover. The problem also relates to the willingness of administrations to assign uncertified teachers to all kinds of classes, overlooking the need to analyze the district and see how teacher shortage affects different cohorts of students (Synar & Maiden, 2012, p. 139). The occupational risk of educator turnovers relates to the reduced value of teaching profession and a wrongful attitude toward educators that students tend to generate after being exposed to several cases of teacher turnover.
Summary
Certified education professionals have to train their emotional resiliency to bring the necessary change and ensure that their leadership behaviors actually contribute to the improvements in the educational processes. The much-needed positivity cannot be ignored due to the fact that many educational teams do not have the mere motivation to improve anything around them or address follower needs as a matter of fact. With the help of leadership and emotional intelligence, the whole process of learning could be re-enacted in a way that would make all actors involved much more inclined to displaying and gaining emotional intelligence. The presence of any leadership styles rather than a servant might strengthen organizational success for certified education professionals because they would become able to see the essential followers’ aspirations and motivations. Student achievements have to be generated with the help of reasonable motivation driven by personalized notions that only apply to the follower base and their unique interests. The current literature review provides extensive evidence proving that there is a close association between emotional intelligence and leadership, especially in the case where the alleged leader possesses a significantly high level of empathy and persuasion. There is enough evidence shared in the literature on the subject to conclude that there is a vigorous association between emotional intelligence and leadership that has to be investigated further in order to allocate federal, state, and local resources in the State of Texas.
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