This can only be satisfactorily achieved once the crucial issue of interpersonal communication becomes enhanced. The relation between involved parties needs to be at its optimum, and this can only be aided by enhancing communication.
Emotional intelligence is also a key factor especially in these present times where lubrications are met by a majority, while only a small percentage are high in emotional intelligence There is, therefore, a need to focus on developing stronger communication skills (Guile Floret-Treaty, 2011, p. 22). This paper will strive to show that emotional intelligence can produce different results even when the parties involved are performing similar tasks.
Citing the example of two teachers who have both instructed me in anatomy and physiology at different times (at the beginning of my course and after my return to school from a period of absence) it is easy to demonstrate how immunization and emotional intelligence affect leadership skills. Emotional intelligence can broadly be defined as an individuals ability to keep their emotions in check, recognize various emotions in others and use that In directing their thought and actions.
My first teacher was an individual who oozed of a great deal of confidence upon entry into the classroom. Emotions should always be in constant check because of the phenomenon of emotion contagion. The first step to maintaining a high level of confidence at all times is getting to the point of self-awareness (Nordstrom, 2010, p. 1 8). Self- wariness becomes realized by understanding and dealing with all manner of emotions. This helps to have a clear mindset when carrying out assigned tasks and helps to avoid passing sound judgment.
My first teacher was high in self-awareness and, therefore, had no emotional distractions when carrying out duties. On the other hand, my second teacher was always uneasy and, therefore, even the concentration of students was never at its best. He was an individual who had to battle emotional flare ups constantly and never seemed to be at peace. When he made an entrance into the class, everyone could always sense his mood, and his grave mistake was that he always allowed his emotions to interfere with the execution of his duties.
What he profoundly lacked was self-awareness, which allows an individual to understand their emotions and also gauge their various strengths and weaknesses so that they can attain the desired level of self-confidence (Nordstrom, 2010, p. 1 8). The importance Of attaining self-confidence is that it boosts social awareness, and this was highly evident in my class. The teacher was always able to sense the emotions of the students, and that helped a great deal in assisting them to go n learning without letting their emotions get in their way.
This is because if one in the leading position gives off positive energy, the emotional contagion gets to everyone. It was exceedingly evident that the insufficient emotional intelligence of the second teacher did not only work against the results he produced. It also went against building confident characters from his class. The lack of self-awareness in him impairs his ability to relate to the students emotions and that makes him a poor leader (Sings Patriarchal, 201 0, p. 3).
The first teacher was an excellent leader not only because he was self- ware but because by having emotional intelligence, he was able to demonstrate a lot of self-control. This was particularly valuable for a teacher because students had someone to look up to especially since he maintained his calm when faced with difficult situations. He was also able to adapt to change in a smooth transition without getting emotionally disturbed. This created confidence in students since they now had someone to emulate.
This became sharply contrasted by the second teacher who displayed a dismal level of emotional intelligence. He easily wavered at the face of difficult tuitions and got severely disturbed when there were changes that needed to be adhered to closely. This did extremely little in positively impacting the life of the students because what they knew was that difficult situations paralyze emotional guards (Nordstrom, 2010, p. 18). The importance of self- control is that it touches on self-management, which is a basic building block to attaining emotional intelligence.
It not only helps to develop one personally but also helps in boosting skills in others. Another impertinent issue that emotional intelligence touches on is communication all forms of personal and interpersonal communication. It also strengthens teamwork and collaboration and in turn produces a visionary leader (Sings Patriarchal, 201 0, p. 3). Looking back at what truly made the first teacher an ideal leader was that he appreciated the value of teamwork and also everyone’s contribution this brought success. This only becomes possible when a high level of emotional intelligence gets to be attained.
This can be succinctly proven by various studies carried that have continued to show that emotional intelligence largely affects teamwork and interpersonal relationships especially at work. Understanding personal emotions and those of others are the initial step to enhancing cooperation at a workplace. This is primarily because one can now share positive feelings with work colleagues. This in turn, promotes a bond between individuals which was the effect that the first teacher passed on to his class (Nordstrom, 201 0, p. 18).
The high level of emotional intelligence that the first had attained made him socially perceptive at recognizing and understanding the feelings and emotions of his students, which was effective. This enables optimum cooperation thus producing plausible results. It also had a positive impact in his personal life because he seemed to relate exceptionally well with other people. The case of the second teacher suffering from low emotional intelligence despite having acquired excellent teaching skills served to show the importance of emotional intelligence.
There was dismal cooperation with the students because the inability to control his emotions obscured the ability to read and interpret peoples emotions. The non-existent rapport between the teacher and his students made it a tad bit harder to realize the set goals. It becomes terribly difficult to achieve with diminished teamwork. He was also having problems relating to people in his personal life due to low emotional intelligence. Because emotional intelligence is a key factor in facilitating interpersonal relationship, it is, therefore, crucial to consider it a prerequisite for a group task coordination and leadership emergence.
Emotional intelligence is, therefore, the underlying critical issue that assists leaders to get along well with their subjects (Sings Patriarchal, 2010, p. 3). Emotional intelligence is composed of more than the image that an individual displays on the outside. The subject of emotional intelligence becomes composed of more Han the composure that an individual displays on the outside. There are remarkably few emotionally intelligent people because most have only a single aspect that builds emotional intelligence and not the whole package.
The first aspect is how one perceives emotions which consist of interpreting the meaning of various emotional states, as well as their relations to other sensory experiences (Nordstrom, 2010, p. 18). This is what the science teacher. The first aspect is not of much significance. The second aspect is the understanding of emotions which involves comprehension of how basic emotions get blended to form complex emotions. This is how emotions get deferred by surrounding experiences, and how various emotional reactions are likely in given social settings.
The last aspect is regulation of emotions involving the control of emotions in oneself and others. Len order to have effective and comprehensive leadership, an individual has to show that they are able to perceive, understand and regulate their emotions. The first teacher is a model leader for having met all the aspects while the second teacher is still struggling to meet all three crucial aspects. In demonstrating emotional intelligence, personal capabilities, which get clustered in three disgorges, come into play.