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BackgroundandContext
Effective leadership by a superintendent of schools is a
function of two major factors: 1) skills to identify and complete
tasks represented by district goals; and 2) skills to build
positive relationships with those whose efforts are needed to
accomplish these goals. The task factor is often referred to as
productivity or being “outcome-oriented,” while the relationship
factor is seen as being “people-oriented.” These two factors
complement each other in the context of a superintendent’s
overall effectiveness. However, excessively low performance
on either factor may result in an unsatisfactory evaluation from
the board of education. Interestingly, superintendents with
adequate performance in achieving district goals (productivity
factor) sometimes do not have their contracts renewed
because of perceived low performance regarding how they
interact with people (relationship factor).
Emotional andSocial Intelligence
Emotional and social intelligence are both aligned with the re-
lationship factor. Emotional intelligence focuses on the crucial
set of human capacities
within an individual
. It deals with the
ability of a superintendent to manage her/his own emotions
and “inner-potential.” Essentially, emotional intelligence deals
with how a person manages
oneself
in order to form positive
Emotional andSocial Intelligence:
How‘Smart’ areYou?
Dr. David Bartz,, Professor Emeritus
Department of Educational Leadership
Eastern Illinois University
Dr. Aaron Mattox, Superintendent
Benton High School District 103
Dr. Crystal Johnson, Superintendent
Rossville-Alvin CUSD 7
Dr. Lindsey Hall, Superintendent
Mahomet-Seymour CUSD 3
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