Scholarly Article 1
by
Dave Winogron
EDD 9100-24804
Leadership Seminar
Nova Southeastern University
September 17, 2006
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The Socially Intelligent Leader by Daniel Goleman
Special Topic from Educational Leadership – September 2006
Human interaction studied through the field of social neuroscience suggests that
personable interaction between leaders and their followers creates an optimistic climate leading
to more effective leadership. According to research, neural connections linking the thinking and
emotional components of our brain imply “that emotions can either enhance or inhibit the brain’s
ability to learn.” (Goleman, 2006, p. 76) Additionally, Goleman states that we transmit our own
emotional state to one another, altering the receiver’s feelings through mirror neurons within the
brain. These mirror neurons cause recognition of another’s emotional state allowing our “social
brain” to align or synchronize with theirs; in other words, we broadcast our emotions. These
facts taken together in the field of social neuroscience indicate why fostering a personable
leadership approach leads to a culture of success. In schools, teachers and students perform better
given an atmosphere formed by positive human interaction. “The best climate for learning comes
when students, teachers, and school leaders each take steps to become more emotionally selfaware and socially intelligent.” (p. 76-77)
Six leadership techniques have been identified by Goleman, Boyatzis, & McKee:
visionary, coaching, democratic, affiliative, pacesetting, and commanding. (p. 78) Good leaders
can draw on each of these techniques as needed; however, leaders that over-utilize the last two
tend to deplete motivation of the group, creating a less-than-positive environment. Since these
leadership styles impact group motivations, it is vital that we understand our own methods and
adjust them accordingly. Upon self-reflection, I find my leadership centers around democratic,
visionary, and coaching styles. A democratic style often listens first and utilizes that input to
make better decisions. In the coaching style, I find that working with colleagues offers me the
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opportunity to offer constructive feedback on a one-to-one basis. As a visionary, I try to share
my objective and provide a positive reaction to approximations toward that goal.
Scenarios and studies of school leaders summarized in this article underscore the
importance that leaders strive for an inclusive, empathetic relationship with their colleagues,
something that Goleman calls social intelligence. (p. 76)
Personally, I have witnessed a variety of leadership styles given my longevity in the
educational work world. In fact, my workplace is currently transitioning from one leadership
style to another. Goleman’s concept of social intelligence brings to light the underlying forces at
work within our district’s social dynamic. Our superintendent of 8 years retired while a new
superintendent took the helm of our district just weeks ago. The dramatic change in leadership
styles will impact the district at all levels in our school community. While our prior leader was
somewhat visionary, external forces actually drove many of the changes imposed upon the
district; only lip service, however, was given to many issues facing the district. Lacking social
and emotional intelligence traits of leadership, the work environment was somewhat
demoralized. Leaders need “to be emotionally grounded and skilled in personal interaction, both
as a model and as the source of an emotional ripple effect,” to effectuate a positive environment.
(p.78)
In the short term, our new leader has demonstrated a personable style that will hopefully
transform the district into a more positive work setting. As the new leader he is establishing
positive person-to-person interaction, listening to all stakeholders in the educational community,
taking people aside to provide feedback, and inspiring a vision of what can be if we strive
together toward our goals. This democratic leadership style coupled with vision and inspiration
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may provide a much-needed impetus for positive change and academic excellence that has been
previously elusive.
As both an observer of leadership in action as well as participant in leadership roles, we
can find validity for demonstrating our own social intelligence at all levels within our
organization. Additionally, analysis of initiatives for students as reported by Durlack &
Weissberg indicates that social intelligence will provide a more positive, improved learning
environment as well possible answers for managing violence and substance abuse problems.
(p.80)
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References:
Goleman, D. (2006). The socially intelligent leader. Educational Leadership, 64(1), 76-81.
Kouzes, J. M., & Posner, B. Z. (2002). The leadership challenge (3rd ed.). San Francisco, CA:
Josey-Bass.