The Relationships between Elementary School Principals' Emotional Intelligence, Leadership Style and School Culture

The role of the principal in school settings and the principal’s perceived effect on student achievement have frequently been considered vital factors in school reform. The relationships between emotional intelligence, leadership style and school culture have been widely studied. The literature reveals agreement among scholars regarding the principal’s vital role in developing and fostering a positive school culture. The purpose of this study was to explore the relationships between elementary school principals’ emotional intelligence, leadership style and school culture. The researcher implemented a non-experimental ex post facto research design to investigate four specific research hypotheses. Utilizing the Qualtrics Survey Software, 57 elementary school principals within a large urban school district in southeast Florida completed the Emotional Quotient Inventory (EQ-i), and 850 of their faculty members completed the Multifactor Leadership Questionnaire (MLQ Form 5X). Faculty responses to the school district’s School Climate Survey retrieved from the district’s web site were used as the measure of school culture. Linear regression analyses revealed significant positive associations between emotional intelligence and the following leadership measures: Idealized Influence-Attributes (β = .23, p = < .05), Idealized Influence-Behaviors (β = .34, p = < .01), Inspirational Motivation (β = .39, p = < .01) and Contingent Reward (β = .33, p = < .01). Hierarchical regression analyses revealed positive associations between school culture and both transformational and transactional leadership measures, and negative associations between school culture and passive-avoidant leadership measures. Significant positive associations were found between school culture and the principals’ emotional intelligence over and above leadership style. Hierarchical linear regressions to test the statistical hypothesis developed to account for alternative explanations revealed significant associations between leadership style and school culture over and above school grade. These results suggest that emotional intelligence merits consideration in the development of leadership theory. Practical implications include suggestions that principals employ both transformational and transactional leadership strategies, and focus on developing their level of emotional intelligence. The associations between emotional intelligence, transformational leadership, Contingent Reward and school culture found in this study validate the role of the principal as the leader of school reform.

Twelve Certain Men: The Impact of Emotional Appraisals on Juror Decision-Making

Our jury system is predicated upon the expectation that jurors engage in systematic processing when considering evidence and making decisions. They are instructed to interpret facts and apply the appropriate law in a fair, dispassionate manner, free of all bias, including that of emotion. However, emotions containing an element of certainty (e.g., anger and happiness, which require little cognitive effort in determining their source) can often lead people to engage in superficial, heuristic-based processing. Compare this to uncertain emotions (e.g., hope and fear, which require people to seek out explanations for their emotional arousal), which instead has the potential to lead them to engage in deeper, more systematic processing. The purpose of the current research is in part to confirm past research (Tiedens & Linton, 2001; Semmler & Brewer, 2002) that uncertain emotions (like fear) can influence decision-making towards a more systematic style of processing, whereas more certain emotional states (like anger) will lead to a more heuristic style of processing. Studies One, Two, and Three build upon this prior research with the goal of improving methodological rigor through the use of film clips to reliably induce emotions, with awareness of testimonial details serving as measures of processing style. The ultimate objective of the current research was to explore this effect in Study Four by inducing either fear, anger, or neutral emotion in mock jurors, half of whom then followed along with a trial transcript featuring eight testimonial inconsistencies, while the other participants followed along with an error-free version of the same transcript. Overall rates of detection for these inconsistencies was expected to be higher for the uncertain/fearful participants due to their more effortful processing compared to certain/angry participants. These expectations were not fulfilled, with significant main effects only for the transcript version (with or without inconsistencies) on overall inconsistency detection rates. There are a number of plausible explanations for these results, so further investigation is needed.

Emotional competences and promotion of school success: Preliminary data of an intervention programme with teachers

Teachers’ emotional competences and well-being are fundamentally important to developing and maintaining positive relationships in the classroom, which can contribute to improving pedagogical action. References to several intervention programmes are found in the literature with the purpose of changing the practices, attitudes, and beliefs of teachers, who show evidence of a significant improvement in personal competences and school success. Therefore, an intervention with teachers integrating a broader line of research was carried out, involving parents and students as well. It consists of a programme which promotes personal (well-being and emotional intelligence) and professional (acquiring differentiated pedagogical strategies) competences over a period of six months, followed by a focus group to assess the contribution of an empowerment programme with the intention of promoting school success. The preliminary action-research study involved 10 teachers of two classes with students who show disruptive behaviour in the 7th year in a school in the central region of Portugal. The teachers, of both genders, are aged between 44 and 52, and belong to several recruitment groups. The main research question was: “To what extent does an intervention programme, intended for training, contribute to developing personal and professional competences in teachers of the 3rd cycle of basic education?” The teachers revealed a rather favourable view of their participation in the programme, considering that it helped them perceive some behaviours and practices which are less adjusted to their action in the classroom with these students (shouting, scolding, etc.). From the pretest to the posttest, statistically significant differences were found in assessing their own emotions and in their use. Signs of improvement in positive affections and satisfaction with life were also found, though with a marginal significance. The preliminary data in this empowerment programme for these educational agents points towards the importance of teachers’ awareness in what concerns their pedagogical action, as well as the need to change traditional pedagogical practices that contribute to discouraging students towards learning. The need to establish closer and systematic contact with the students and their families in order to meet their needs and expectations was also highlighted.

Emotional Skills and Promoting School Success in the 3rd Cycle: Students Perception

The perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.

Emotional skills and promoting School Success in the 3rd cycle: students perception

Problem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.

International Branding Strategies : In Swedish and Russian Fashion Companies

There are a lot of different business strategies for any company. However, in the fashion industry, the best way to become successful is to develop the brand using special branding strategies. Hence, a brand is the main weapon for fashion companies, which helps to launch international market and to create loyal customers around the world. Nowadays, due to the difficult current political situations and the collapse of oil and the dollar a lot of companies in different industries have to change their business strategies. It is especially true for fashion companies, because they depend on consumers ' income and their purchasing power. In the case of the fashion industry, branding strategy development can be more effective, than just business strategy. Hence, this thesis discusses the following problem: What branding strategy should Russian and Swedish fashion companies choose in order to build a strong brand and enter the international market.  The purpose of this thesis is to analyze various branding strategies of Russian and Swedish fashion companies during the process of entering foreign markets. At the end of this thesis, practical contribution in their process of international branding strategy creation will be discussed. In order to answer research questions more broadly and accurately, the mixed research method, using quantitive and qualitative study through interviews and survey was chosen. Semi-structured interviews were made with the CEO and brand managers of Russian and Swedish fashion companies. Moreover, the survey was made with two different questionnaires: for Russian and for Swedish customers. In the case of qualitative research, the author found that fashion companies from Russia and Sweden have got not just some features and differences, but also common aspects. The primary data from interviews allowed the author to understand the specifics of brand management in the fashion industry. It was found, that there are some useful aspects in Swedish strategies, which can be used by Russian companies to develop their brands on the international market. In the case of quantitative research, preferences of consumers from Russia and Sweden were analyzed and also some features were identified. Survey results provided the author with a common understanding about purchase habits, attitudes and perceptions to fashion brands. According to these, some hypothesizes, which are formulated in the first part of the thesis, have been proven or disproven. It was found, that preferences of Russian and Swedish people are pretty the same, however Russian customers do not like to risk with new brands and prefer well-known and trusted brands while Swedish customers are open for any brand, which can satisfy their tastes.

A stakeholder perspective on heritage branding and digital communication

How does an archaeological museum understand its function in a digital environment? Consumer expectations are rapidly shifting, from what used to be a passive relationship with exhibition contents, towards a different one, in which interaction, individuality and proactivity define the visitor experience. This consumer paradigm is much studied in fast moving markets, where it provokes immediately measurable impacts. In other fields, such as tourism and regional development, the very heterogeneous nature of the product to be branded makes it near to impossible for only one player to engage successfully. This systemic feature implies that museums, acting as major stakeholders, often anchor a regional brand around which SME tend to cluster, and thus assume responsibilities in constructing marketable identities. As such, the archaeological element becomes a very useful trademark. On the other hand, it also emerges erratically on the Internet, in personal blogs, commercial websites, and social networks. This forces museums to enter as a mediator, authenticating contents and providing credibility. What might be called the digital pull factor poses specific challenges to museum management: what is to be promoted, and how, in order to create and maintain a coherent presence in social media? The underlying issue this paper tries to address is how museums perceive their current and future role in digital communication.

Words and Emotional Work: Classification Theory’s Constructs Useful for the Analysis of Social Media Data in Terms of Gender, Race, and Sexuality

Presents constructs from classification theory and relates them to the study of hashtags and other forms of tags in social media data. Argues these constructs are useful to the study of the intersectionality of race, gender, and sexuality. Closes with an introduction to an historical case study from Amazon.com.

Creación de marca mediante la utilización de mecanismos estratégicos comunitarios y marketing

El presente documento pretende mostrar la manera como se debe ejecutar la creación de marca mediante la utilización de mecanismos estratégicos comunitarios y marketing. El objetivo del estudio se basa en encontrar los mecanismos adecuados para el desarrollo y creación de una marca enfocándose en el análisis de las principales prácticas y modelos desarrollados en el área del marketing, examinando el impacto que la marca pueda generar en la comunidad en la cual la organización está incluida, estableciendo además un conexión directa con el modo de vida de los consumidores. Durante el desarrollo del documento se demuestra que las estrategias de marketing aplicadas por cada compañía, sirven para construir una relación estrecha y fuerte con todos los agentes involucrados en la construcción de una marca, principalmente con los clientes, ya que la forma más efectiva de establecer relaciones a largo plazo, es enfocándose exclusivamente en las necesidades desarrolladas por los consumidores, y a partir de ellas ajustar los valores (misión, visión, cultura organizacional, objetivos) de la organización. Estas estrategias comunitarias son también influenciadas por varios factores internos y externos a la organización, los cuales deben ser tenidos en cuenta al momento de elegir la estrategia adecuada. Los mecanismos estratégicos que desarrollan las empresas pueden cambiar significativamente de un sector comercial a otro, la importancia de las necesidades que se deben suplir y el consumidor final se deben evaluar desde un aspecto comunitario, entendiendo como comunidad como el conjunto de grupos sociales y comerciales que tienen relación directa o indirecta con la empresa. Con la investigación llevada a cabo acerca de las estrategias que deben aplicar las compañías se concluye que las marcas reflejan la imagen que la empresa transmite a sus compradores estableciendo una relación emocional entre los consumidores y la marca desarrollada, además de estimular la oferta y demanda del negocio. Se espera que por medio de la obtención de información teórica y conceptual, se pueda aclarar la manera como se puede desarrollar la creación de una marca por medio de la correcta utilización de mecanismos estratégicos comunitarios y de marketing.

Preschoolers’ free play - connections with emotional and social functioning

Play has an important role in various aspects of children’s development. However, time for free play has declined substantially over the last decades. To date, few studies have focused on the relationship between opportunities for free play and children’s social functioning. The aims of this study are to examine whether children ́s free play is related to their social functioning and whether this relationship is mediated by children ́s emotional functioning. Seventy-eight children (age, 55- 77 months) were tested on their theory of mind and emotion understanding. Parents reported on their children’s time for free play, empathic abilities, social competence and externalizing behaviors. The main findings showed that free play and children’s theory of mind are negatively related to externalizing behaviors. Empathy was strongly related to children’s social competence, but free play and social competence were not associated. Less time for free play is related to more disruptive behaviors in preschool children, however certain emotional functioning skills influence these behaviors independently of the time children have for free play. These outcomes suggest that free play might help to prevent the development of disruptive behaviors, but future studies should further examine the causality of this relationship.

Social competence and emotional comprehension: How are they related in children?

The developmental progression of emotional competence in childhood provides a robust evidence for its relation to social competence and important adjustment outcomes. This study aimed to analyze how this association is established in middle childhood. For this purpose, we tested 182 Portuguese children aged between 8 and 11 years, of 3rd and 4th grades, in public schools. Firstly, for assessing social competence we used an instrument directed to children using critical social situations within the relationships with peers in the school context - Socially in Action-Peers (SAp) (Rocha, Candeias & Lopes da Silva, 2012); children were assessed by three sources: themselves, their peers and their teacher. Secondly, we assessed children’s emotional understanding, individually, with the Test of Emotion Comprehension (Pons & Harris, 2002; Pons, Harris & Rosnay, 2004). Relations between social competence levels (in a composite score and using self, peers and teachers’ scores) and emotional comprehension components (comprehension of the recognition of emotions, based on facial expressions; external emotional causes; contribute of desire to emotion; emotions based on belief; memory influence under emotional state evaluation; possibility of emotional regulation; possibility of hiding an emotional state; having mixed emotions; contribution of morality to emotion experience) were investigated by means of two SSA (Similarity Structure Analysis) - a Multidimensional Scaling procedure and the external variable as points technique. In the first structural analysis (SSA) we will consider self, peers and teachers’ scores on Social Competence as content variables and TEC as external variable; in the second SSA we will consider TEC components as content variables and Social Competence in their different levels as external variable. The implications of these MDS procedures in order to better understand how social competence and emotional comprehension are related in children is discussed, as well as the repercussions of these findings for social competence and emotional understanding assessment and intervention in childhood is examined.

Teacher’s Role in the Promotion of Two Emotional Intelligence Competencies in Fifth-Grade Children

This paper presents the results of a qualitative study aimed at analyzing the teacher’s role in promoting awareness and management of emotions in fifth-graders, as competencies of emotional intelligence. This resulted in a very significant study since, from the psychopedagogic perspective, it aims at breaking with the traditional role of teachers exclusively focused on transmitting knowledge, leaving aside the much-needed emotional support. Children demonstrated a poor vocabulary, as well as difficulty to identify some emotions and differentiate between them. This means a limitation for children to be aware of their own emotions and to control them.  As a conclusion, it is important to maximize the emotional capacities of students; it should be a primary task in the education centers, where teachers play a key role as a model and as a promoter of emotional intelligence.

Emotional contagion in consecutive interpreting: An empirical study with novice interpreters

It has recently been noticed that interpreters tend to converge with their speakers’ emotions under a process known as emotional contagion. Emotional contagion still represents an underinvestigated aspect of interpreting and the few studies on this topic have tended to focus more on simultaneous interpreting rather than consecutive interpreting. Korpal & Jasielska (2019) compared the emotional effects of one emotional and one neutral text on interpreters in simultaneous interpreting and found that interpreters tended to converge emotionally with the speaker more when interpreting the emotional text. This exploratory study follows their procedures to study the emotional contagion potentially caused by two texts among interpreters in consecutive interpreting: one emotionally neutral text and one negatively-valenced text, this last containing 44 negative words as triggers. Several measures were triangulated to determine whether the triggers in the negatively-valenced text could prompt a stronger emotional contagion in the consecutive interpreting of that text as compared to the consecutive interpreting of the emotionally neutral text, which contained no triggers—namely, the quality of the interpreters’ delivery; their heart rate variability values as collected with EMPATICA E4 wristbands; the analysis of their acoustic variations (i.e., disfluencies and rhetorical strategies); their linguistic and emotional management of the triggers; and their answers to the Italian version of the Positive and Negative Affect Schedule (PANAS) self-report questionnaire. Results showed no statistically significant evidence of an emotional contagion evoked by the triggers in the consecutive interpreting of the negative text as opposed to the consecutive interpreting of the neutral text. On the contrary, interpreters seemed to be more at ease while interpreting the negative text. This surprising result, together with other results of this project, suggests venues for further research.

La strategia di branding delle imprese audiovisive: i casi di Sky Sport, Eurosport e DAZN

Nel panorama attuale dei media audiovisivi caratterizzato da un’ampia quantità di contenuti e da modalità diverse per fruirli è fondamentale per i distributori riuscire a emergere tra la concorrenza. In particolar modo, nel settore televisivo dove ci sono tante opportunità di visione per i consumatori, che possono scegliere tra diverse tipologie di canali i quali offrono multiple modalità di accesso e per la fruizione dei propri contenuti. L’obiettivo dello studio è mostrare la rilevanza della strategia di branding della propria impresa televisiva per riuscire nell’intento di differenziarsi dalla concorrenza e promuoversi, facendo arrivare al pubblico la propria value proposition, l’identità dell’attività in questione. Il TV branding impatta sulle scelte comunicative, valoriali, grafiche, visive e sonore del player televisivo, ma influenza anche le decisioni sul prodotto e i conduttori. Rappresenta la costruzione del brand nella sua interezza. Nel lavoro ci sarà un’analisi sul complesso scenario del mercato televisivo attuale per passare ad analizzare i vari punti dell’attività di branding che i vertici delle imprese televisive devono curare per creare valore e spiccare tra la concorrenza. Infine, il progetto converge sull’analisi dell’attività di marketing di tre casi, che si diversificano tra loro per le aree di business che coprono e per le differenti strategie di branding, ma i contenuti sportivi fanno da trade union tra queste realtà. Sky Sport è il player leader del settore della produzione e distribuzione di contenuti sportivi e opera in modalità multicanale. Eurosport è il player dedicato allo sport di Discovery, “la casa degli sport olimpici”. La strategia adottata per la fruizione dei contenuti sportivi è multipiattaforma. Infine, l’analisi verte sull’unicità del caso DAZN, l’OTT esclusivamente dedicata allo sport. DAZN mira a cambiare le modalità di vivere i contenuti sportivi. L'OTT sportiva rivolge attenzione alla valorizzazione del proprio brand.

[climacteric Syndrome In A Northeastern Brazilian City: A Household Survey].

To assess the prevalence of Climacteric Syndrome (CS) in women from a municipality of Northeastern Brazil which is less developed socioeconomically. A prospective household survey was performed in São Luís, Maranhão, Brazil with 1,210 climacteric women aged 45 to 60 years. Interviews were applied using previously tested standard questionnaires from April to July 2008. The severity of climacteric symptoms was analyzed by circulatory and psychological indexes and the latter were associated with menopausal status. Multiple correspondence analysis was used to assess the relation among climacteric symptoms. Most patients were 55 to 60 years old (35.3%), mulatto (37.9%), with 9-11 years of schooling (39.8%), with a partner (56%), Catholic (73.9%) and belonged to the socioeconomic class C (51.1%). The prevalence of CS was 85.9%, and hot flashes (56.4%) and sweating (50.4%) were the most prevalent symptoms. The most frequent psychological symptoms were nervousness (45%) and emotional liability (44.8%). The severity of vasomotor and psychological symptoms was significantly higher during the peri and postmenopausal period (p<0.05). Vaginal dryness (62.7%) was the most prevalent urogenital complaint. The prevalence of CS was high among women from São Luís, Maranhão, Brazil.