Dissertation Chair: Dr' Darwin Nelson

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A CROSS-CULTURAL INVESTIGATION OF ACADEMIC
LEADERS EMOTIONAL INTELLIGENCE AND LEADERSHIP
EFFECTIVENESS IN TAIWAN AND THE UNITED STATES
July 9th, 2007
A Dissertation Defense by Hui-Wen Tang (Vivian)
Dissertation Chair Dr. Darwin Nelson Committee
Members Dr. Gary Low Dr. Michelle
Stallone-Brown Dr. Mark Walsh
Dr. Rebecca Davis
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Presentation Outline

• Literature Review
• Methodology
• Data Analysis
• Conclusion

Introduction Purpose of the Study
Significance of the Study
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Introduction Purpose of the Study

• To give evidence that relationships may exist
  between individuals emotional intelligence and
  effective leadership in educational institutions.
• To explore how and to what extent EI accounts for
  effective leadership in both cultures.
• To discern if there are noteworthy differences
  that might be explained by cultural differences.

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Introduction Significance of the Study

• Knowledge regarding exactly how EI relates to
  leadership may lead to significant advances in
  leadership training, educational human resource
  development and the ability to select potentially
  effective leaders in different cultures.
• The present study may serve as a preliminary
  basis for future research to further identify and
  pinpoint competencies necessary to improve the
  training of academic leaders assigned to work
  cross-culturally.

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Presentation Outline

• Methodology
• Data Analysis
• Conclusion

Introduction Purpose of the Study
Significance of the Study
Literature Review Models of Leadership

Models of Emotional Intelligence

Transformational Leadership EI
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Literature Review Models of Leadership

• Trait- and Behavior-Based Model
• Charismatic and Transformational Leadership
• Chinese Paternalistic Leadership
• Boehnke (2003) suggested that the
  transformational leadership style will
  universally help leaders work more effectively
  with people to reach their needs and create
  exceptional performance.

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Literature Review Models of EI

• Ability-Based Model a theoretical connection
  between emotions and cognition. (Mayer Salovey,
  1997)
• Mixed or Trait-based Model incorporates both
  ability factors and personality traits (Bar-On,
  1997).
• Nelson and Lows Emotional Learning System
• A Skill-Based Model
• Emotional intelligence is a learned ability to
  identify experience, understand, and express
  human emotions
• in healthy and productive ways.
• A psychologically sound
  yet
• practically comprehensible
• emotional intelligence
  measure.

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Literature Review Transformational Leadership
EI

• Emotional intelligence is positively associated
  with transformational leadership i.e., idealized
  influence, inspirational motivation, and
  contingent reward (Barling et al., 2000).

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Presentation Outline

• Data Analysis
• Conclusion

Introduction
Literature Review Models of Leadership

Models of Emotional Intelligence

Transformational Leadership EI
Methodology Instrumentation
Research Design
Population Sample
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Methodology Instrumentation

• Leadership Practice InventorySelf
• LPI contains thirty statements six statements
  for measuring each of the five key practices of
  exemplary leaders on an original version of
  five-point Likert scale (Kouzes Postner, 1997).

• The Emotional Skills Assessment Process
• ESAP is a self-assessment instrument containing
  213 items providing scale measures of ten EI
  skills and three problem indicators. (Low
  Nelson, 1999, 2003)

Backward translation proofreading were used to
identify and correct errors in the forward
translation (Stansfield, 2003).
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Methodology Research Design

• The selection of quantitative method aimed at
  developing generalization that would contribute
  to leadership theory, and to explain, understand
  and better predict emotional intelligence as a
  set of competencies for effective leadership in
  the two different cultures.
• Comparative and correlational research designs
  were used to determine whether significant
  differences existed between cultures and to study
  the relationships between
• or among variables in the two
  different cultures.

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Methodology Population Sample

• A convenience sampling strategy was used. The
  population of this study included academic
  leaders at all levels of schooling. The American
  sample was in the Southern Texas, California,
  Iowa, Florida and New Jersey of the USA. The
  Taiwanese sample was educational leaders in
  northern, middle and southern Taiwan.
• Sample size of 50 from each culture
• was based on the recommendation
• from Gall, Gall and Borg (2003)
• for correlational
  research, minimum sample size 30.

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Presentation Outline
Introduction
Literature Review
Methodology Instrumentation
Research Design
Population Sample
Data Analysis Participants Characteristics
Research
Questions Findings
Conclusion
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Data Analysis Participants Characteristics

• Valid data a total of 50 out of possible 70
  academic leaders in Taiwan a total of 52 out of
  possible 66 academic leaders in the United States
  
• 2 out of the 52 data received from the American
  participants were invalid.
• The total valid response rate was 73.5.

Return Rate
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Data Analysis Participants Characteristics
(cont)

• Chi square analysis was used in the study to
  solve possible problems caused by lacking
  sampling comparability or sampling bias resulting
  from using convenience sampling strategies (Gall
  et al., 2003) .

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Data Analysis Participants Characteristics
(cont)

• Results of Chi square analyses showed that the
  two comparison samples were not significantly
  different from each other on a majority of
  demographic variables except years of teaching
  experience. ( p ? .01)
• Equitability of samples from populations of the
  two cultures on demographic variables was
  verified.

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Data Analysis Research Questions 1-3 (cont)
H03.11
H01
H02
H03.1-10
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Data Analysis Research Question 1

• What is the relationship between overall
  emotional intelligence and specific areas of
  leadership practices (challenging the process,
  inspiring a shared vision, enabling others to
  act, modeling the way, and encouraging the heart)
  in both cultures?

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Data Analysis Research Question 1 (cont)
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Findings Summary of Research Question 1 Results

• Taiwanese participants overall EI was found to
  be positively correlated in a statistically
  significant manner with all the five areas
  leadership practices.
• American participants were found to have
  statistically significant positive relationship
  between overall EI and three areas of leadership
  practices
• Modeling the Way, Enabling Others to Act
  Encouraging the Hearts.
• American participant overall EI
  was not
• correlated with
• Challenging the Process
• Inspiring a shared Vision.

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Data Analysis Research Question 2

• What is the relationship between specific areas
  of emotional intelligence (assertion, comfort,
  empathy, decision making, leadership, drive
  strength, time management, commitment ethic, self
  esteem, stress management, aggression, deference,
  and change orientation) and academic leaders
  perceptions of leadership effectiveness in both
  cultures?

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Data Analysis Research Questions 1-3 (cont)
H03.11
H01
H02
H03.1-10
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Data Analysis Research Question2
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Findings Summary of Research Question 2 Results

• The sample of US academic leaders who performed
  more effective as leaders tended to perform
  better in almost all skill areas of emotional
  intelligence except Empathy and Drive Strength
  no significant correlations were found between
  overall LPI and any of the three problem EI
  areas.
• The Taiwanese academic leaders who performed more
  effective as leaders tended to perform better in
  all areas of emotional intelligence except Stress
  Management. Change Orientation was negatively
  correlated with Taiwanese academic leaders
  overall LPI in this study.

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Data Analysis Research Question 3

• What is the relationship between specific areas
  of emotional intelligence and specific areas of
  leadership practices in both cultures?
• H03.11 There is no statistically significant
  relationship between academic leaders overall
  leadership effectiveness as measured by Kouzes
  and Posners Leadership Practices Inventory-Self
  and overall emotional intelligence as measured by
  Nelson and Lows ESAP in the two comparison
  cultures.

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Data Analysis Research Questions 1-3 (cont)
H03.11
H01
H02
H03.1-10
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Data Analysis Research Question 3
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Findings Summary of Research Question 3 Results
(The United States)

• For the sample of academic leaders in the United
  States, as their self esteem increased, all areas
  of their leadership effectiveness increased
  except the area of Challenging the Process.
• EI skill areas of Assertion, Commitment Ethic and
  Stress Management were significantly linked to
  three of the leadership components Modeling the
  Way, Enabling Others to Act and Encouraging the
  Heart.
• Two EI skill areas that had no connection with
  any of the leadership components were Empathy and
  Drive Strength.
• The less they were having problems with Change
  Orientation, the more they were able to
  Challenging the Process.

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Findings Summary of Research Question 3 Results
(Taiwan)

• For the sample of Taiwanese academic leaders, the
  more emotionally intelligent they were, the more
  they would focus on encouraging the hearts of
  followers (Encouraging the Heart), motivating
  people to carry out missions (Enabling Others to
  Act), and setting an example for their followers
  in order to gain respects and commitments
  (Modeling the Way).
• The more aggressive they were, the more they were
  able to communicate a unity of purpose for the
  organization (Inspiring a Shared Vision).
• If the Taiwanese academic leaders were less
  indirect, self-inhibiting and ineffectual for
  accurate expression of thoughts in their
  communication style (Deference), they would be
  more able to encourage the heart of followers and
  challenge the norms.
• The more they were able to seek positive changes
  in their lives and careers, the more they were
  effective in leading by setting a good example
  for subordinates (Modeling the Way).

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Findings Summary of Research Question 3 Results
(cont)

• For the samples of academic leaders in both
  cultures, as their overall EI and overall EI
  skill areas increased, their overall leadership
  effectiveness increased.

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Data Analysis Research Questions 4-8 (cont)
H04
H05
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Data Analysis Research Questions 4 5

• Is there a statistically significant difference
  between the Taiwanese and the U.S. academic
  leaders total ESAP score?
• Is there a statistically significant difference
  between the Taiwanese and the U.S. academic
  leaders total LPI scores?

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Summary of Research Question 4 Result No
significant difference was found with regard to
overall EI between academic leaders from the two
cultures.
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Summary of Research Question 5 ResultThe result
suggested that American participants, on average,
perceived themselves as more effective leaders (M
126.3, SD 10.07) than their Taiwanese
counterparts (M 120.2, SD 11.22 F(1, 98)
7.967, p .006).
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Data Analysis Research Questions 4-8 (cont)
H04
H06
H07
H05
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Data Analysis Research Questions 6 7

• Is there a statistically significant difference
  between the Taiwanese and the U.S. academic
  leaders scores on each of the ten emotional
  intelligence skills (assertion, comfort, empathy,
  decision making, leadership, drive strength, time
  management, commitment ethic, self esteem, stress
  management)?
• Is there a statistically significant difference
  between the Taiwanese and the U.S. academic
  leaders scores on each of the three problem
  indicators of emotional intelligence (aggression,
  deference, and change orientation) and total
  scores of problem indicators?

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Data Analysis Research Question 6
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Summary of Research Question 6 Results

• American academic leaders in the study, on
  average, scored significantly higher on EI skill
  areas of Assertion, Decision Making and Time
  Management than their Taiwanese counterparts.
• Taiwanese academic leaders in the study, on
  average, scored significantly higher on EI skill
  areas of Comfort and Commitment Ethic than
  American academic leaders.
• No significant differences were found with regard
  to total EI skills, EI skill areas of Empathy,
  Leadership, Drive Strength, Self Esteem, and
  Stress Management.

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Data Analysis Research Question 7
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Summary of Research Question 7 Results

• Taiwanese academic leaders in the study, on
  average, scored significantly higher on EI
  problem indicators of Aggression and Deference
  than academic leaders in the United States.
• Moreover, academic leaders in Taiwan, on average,
  scored significantly higher on total score of
  Problem Indicators than their American
  counterparts.

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Data Analysis Research Questions 4-8 (cont)
H04
H06
H07
H05
H08
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Data Analysis Research Question 8

• Is there a statistically significant difference
  between the Taiwanese and the U.S. academic
  leaders scores on each of the five LPI
  components (challenging the process, inspiring a
  shared vision, enabling others to act, modeling
  the way, and encouraging the heart)?

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Data Analysis Research Question 8
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Summary of Research Question 8 Results

• Taiwanese academic leaders in the study, on
  average, scored significantly higher on the
  component of Modeling the Way than academic
  leaders in the United States.
• American academic leaders in this study, on
  average, scored significantly higher on LPI
  components of Inspiring a Shared Vision and
  Challenging the Process than their Taiwanese
  counterparts.
• No significant differences were found with regard
  to Enabling Others to Act Encouraging the
  Hearts.

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Presentation Outline
Introduction
Literature Review
Methodology
Data Analysis Participants Characteristics
Research
Questions Findings
Conclusion Limitations
Implications for Practices
Recommendations for Further
Study
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Conclusion Analysis of Data Summary
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Conclusion Analysis of Data Summary (cont)
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Conclusion Analysis of Data Summary (cont)
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Conclusion Analysis of Data Summary (cont)
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Conclusion Analysis of Data Summary (cont)

• The Pearson Product correlations analyses of
  overall EI and overall leadership effectiveness
  in both cultures imply that emotional
  intelligence would be a underlying competency of
  leadership practices for the samples of academic
  leaders in Taiwan and the United States.
• Differences in participants self-perceptions of
  leadership practices and EI between the two
  comparison cultures would be suggestive of a
  cultural-specific interpretation.

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Conclusion Limitations

• 1. The selection of a convenience sampling
  strategy the relatively small sample size
• cultural stereotyping results
• limited the generalizability of results.
• 2. Self-reported data translations of
  instruments
• systematic biases
• response bias

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Conclusion Limitations (cont)

• 3. Culturally inherited thinking patterns and
  world views are factors influencing response
  styles to questionnaires (Harzing, 2006 Chun,
  Campbell Yoo, 1974).
• 4. In Lack of cultural validated measures.

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Implications for Practices

• The inclusion of emotional intelligence training
  in leadership development program may be
  significantly beneficial for academic leaders in
  Taiwan and the United States.
• Knowing that cultural differences do play a role
  in the relationship between leadership practices
  and emotional intelligence can also help
  leadership recruitment and selections in
  different cultural contexts, as well as
  leadership selections for cross-cultural
  assignments and leading in culturally diverse
  communities.

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Implications for Practices (cont)

• Research has linked international education to
  higher education educational leadership (Walsh,
  2002 Blackmore, 2005) and emotional intelligence
  as predictor of leadership success in global
  assignments (Gabel, Dolan Cerdin, 2005).
  Emotional intelligence may be incorporated into
  the internationalized curriculum for future
  leaders in the business sector as well as in
  educational settings.

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Recommendations for Future Research

• The comparisons of self and other ratings on
  emotional intelligence and leadership practices
  will provide a deeper and objective understanding
  of correlations of emotional competencies and
  leadership effectiveness.
• The development of cross-culturally validated
  measurements of leadership performance and
  emotional intelligence.

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Recommendations for Future Research (cont)

• The conceptual research model and hypotheses
  provided in this study may serve as a framework
  for future cross-cultural leadership studies on
  relationships between differentiated leadership
  criteria and other value-based or practice-based
  measures, such as personality traits, cognitive
  ability, organizational success, team work
  outcomes, etc.
• The comparison of emotional competencies and
  leadership styles in relation to gender role
  norms across cultures.

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Recommendations for Future Research (cont)

• To examine the impact of emotional intelligence
  on leadership practices with larger samples of
  academic leaders from multiple levels of school
  settings in order to extend the present study
  generalizability of results.
• Longitudinal studies on leaders emotional
  intelligence over time in different cultural
  contexts.

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Recommendations for Future Research (cont)

• Additional inquiries into why response styles
  differ from culture to culture would help find
  solutions to eliminate response bias in
  cross-cultural research.
• Rather than attempting to find remedies for
  response bias resulting from poor translations,
  researchers should investigate the best possible
  ways to avoid them by providing theoretically and
  empirically sound translation procedures.

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Selected Bibliography on Leadership EI-2
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Selected Bibliography on Leadership EI-3
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Selected Bibliography on Leadership EI-4
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Selected Bibliography on Leadership EI-5
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Chinese learning as the substance Western
learning as the function.

• Walker, K.B. (2003). Emotional intelligence
  within the A/E/C industry A step toward
  effective collaboration.  Masters thesis,
  retrieved on October. 5, 2005 from
  http//scholar.lib.vt.edu/theses/available/etd-061
  12003-144336
• Weinberger, L. A. (2003). An examination of the
  relationship between emotional intelligence,
  leadership style and perceived leadership
  effectiveness. University of Minnesota.

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--Chang Chih-tung (1837-1909)--