Several months ago I jumped at the opportunity to write a guest blog post on emotional intelligence and educational leadership. Of course that’s a very broad area on which much has already been written. As I began to delve into the world of educator connectedness through twitter and a variety of blogs, I got very curious about how all this e-connectivity is playing itself out at the intersection of leadership and EQ (the borrowed shorthand for emotional intelligence).
Here are the questions I came up with:
How are our professional relationships changed through increased use (and reliance on) social media, e-mail, and other forms of digital communication?
How can leaders make use of media and technology to underscore their commitment to building and supporting emotionally intelligent learning environments?
What are you experiencing at the intersection of school leadership, technology use and emotional intelligence?
Finding and forming questions which get to the heart of what I want to find out has proved challenging thus far. Locating specific articles or posts which speak to this topic in the realm of schools and their leaders has also been surprisingly difficult. There’s plenty of talk about SEL (social emotional learning), best methods for all manner of tech integration in the classroom, a fair amount on meeting admin challenges in the trenches and yet an unbelievable dearth of voices on the intersection of EQ, leadership and tech use.
Just yesterday I was fortunate to find a post which offered a great window into one administrator’s practice and gave clues as to how this might be interpreted as insight into his particular understanding and application of EQ:
The Principalship: How Have Smartphones Changed the Landscape?
So what’s the big deal? It’s tough to say. However fascinating and enriching the possibilities are for instant and far flung connection through our wonderful gadgetry and ever expanding digital capabilities, I still maintain a fundamental concern about the implications for our communicative existences – for better, worse and for the entirely unknown and unanticipated.
So I find myself asking more and more questions and seeking the widest variety of responses. What does it mean for administrators to be potentially accessible to their school communities via their phones 24/7? Where do school leaders draw the line and insist that certain forms of communication take place face to face? What kinds of presence are possible and desirable for school leaders and in which contexts?
Considering the four categories of emotional intelligence: self-awareness, social awareness, self-management, and relationship management – all of these can show up in any of our day-to-day communications and interactions and they are critical to the success of any leader. And with our increased use of and reliance on electronic media, there is so much more room for ambiguity, misunderstanding and mixed signals. This is perhaps the root of my concern: how do we, can we, actively mitigate this gap in perception that comes along with our use of new media? When it is done well, how can we recognize it?
So many questions in search of many responses. I need help on this one. Please share these questions with others, respond to them yourself. Let’s get this conversation going. Thanks.