Investigating the Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison BY YAU SZE NGA VICKY 02006464 Human Resources Management Option An Honors Degree Project Submitted to the School of Business in Partial Fulfillment of the Graduation Requirement for the Degree of Bachelor Business Administration (Honors) Hong Kong Baptist University Hong Kong April 2005 Table of Contents Acknowledgement Abstract List of Tables & Figures I. INTRODUCTION.................................................................................................... 1 1.1 STATEMENT OF PROBLEM ................................................................................... 2 1.2 OBJECTIVES OF THE STUDY................................................................................. 2 II. LITERATURE REVIEW ...................................................................................... 3 2.1 EMOTIONAL INTELLIGENCE ............................................................................... 3 2.2 TRANSFORMATIONAL LEADERSHIP .................................................................... 6 2.3 CONCEPTUAL MODEL OF HYPOTHESES ........................................................... 11 III. METHOD ............................................................................................................ 12 3.1 SAMPLE .............................................................................................................. 12 3.2 MEASUREMENT INSTRUMENT ........................................................................... 14 3.3 DATA ANALYSIS................................................................................................. 15 IV. ANALYSIS AND FINDINGS ............................................................................ 17 4.1 FACTOR ANALYSIS ............................................................................................ 17 4.1.1 Factor Analysis on Emotional Intelligence ....................................................................... 17 4.1.2 Factor Analysis on Transformational Leadership ............................................................ 17 4.2 CRONBACH ALPHA RELIABILITY TEST ............................................................ 20 4.3 INDEPENDENT GROUPS T-TEST ......................................................................... 20 4.4 ZERO-ORDER CORRELATION ............................................................................ 21 4.5 HIERARCHICAL REGRESSION ANALYSIS .......................................................... 23 V. DISCUSSIONS AND RECOMMENDATIONS ................................................ 24 5.1 DISCUSSIONS ...................................................................................................... 24 5.2 PRACTICAL IMPLICATIONS ............................................................................... 27 5.3 LIMITATIONS AND RECOMMENDATIONS FOR FUTURE STUDY .......................... 28 VI. CONCLUSIONS.................................................................................................. 30 References Appendices ACKNOWLEDGEMENT First and foremost, a great deal of credit for this report should go to my gorgeous supervisor of the Honors Project, Dr. Alicia Leung for her enormous patience with support and priceless guidance. Her expertise in research area gives me lots of ideas and suggestions which help my report to merit. In addition, a zillion thanks to all the targeted companies and the staff of the Human Resources Department for their generosity and tremendous assistance. Last but never be the least, my genuine appreciation to all the supportive respondents, friends and my beloved family. Abstract This study examines the predictive relationship between emotional intelligence and transformational leadership style. It also determines the moderating effect of gender on the relationship between the two constructs, as well as the gender differences in the emotional intelligence scores and the style of transformational leadership. Data were collected from 100 local managers (male = 50, female = 50) from lower, middle, upper management level who responded about their emotional intelligence and transformational leadership behaviour. Results found that female managers reported higher scores both in emotional intelligence and transformational leadership style. There is also a significant positive relationship between emotional intelligence and transformational leadership. However, there is no support for the moderating effect of gender on the relationship between the two constructs. Practical implications and recommendations for further research are discussed. List of Tables & Figures Tables: Table 1. The WPQei Concept Model of Emotional Intelligence at Work p.3 Table 2. The EQ-I Conceptual Components of Emotional Intelligence p.5 Table 3. Components of Bass & Avolio’s Transformational Leadership p.7 Table 4a. The Demographic Characteristics of the Sample p.12 Table 4b. Comparison of Major Demographics of Female of Male p.13 Table 5. Factors Analysis of Emotional Intelligence Items p.18 Table 6. Factor Analysis of Transformational Leadership Items p.19 Table 7. Cronbach Alpha Reliability Test p.20 Table 8. Independent Groups t-tests Comparing Mean Transformational p.20 Leadership Scores and Emotional Intelligence Scores for Females and Males Table 9. Descriptive Statistics and Zero-Order Correlations of Study p.22 Variables Table 10. Summary of Hierarchical Regression Analysis for Variables p.23 Predicting Transformational Leadership Style (N=100) Figure: Figure 1. Conceptual Model of the Hypotheses Appendix: Appendix A. Questionnaire of Emotional Intelligence and Transformational Leadership Appendix B. SPSS Output p.11 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. I. Introduction Transformational leadership is a popular theory in the leadership arena. Various researchers and writers have established the validity of the concept. Transformational leadership behaviour in managers has been widely linked to positive individual and organizational consequences (Bass, 1998). Transformational leaders focus upon organizational change, which is imperative in an ever-changing world. They seek to alter the existing structure and influence people to adopt a new vision and new possibilities. It is reported that emotional intelligence is positively related to three components of transformational leadership (idealized influence, inspirational motivation, and individualized consideration) and contingent reward leadership (a component of transactional leadership) (Barling et al., 2000). It is also predicated that, because transformational leadership is considered to be more emotion-based (involving heightened emotional levels) than transactional leadership (Yammarino and Dubinsky, 1994), there should be a stronger relationship between emotional intelligence and transformational leadership (Palmer et al., 2001). Some studies have found gender influences on transformation leadership, with women superior on all transformational factors, and males higher in the transactional styles of management (Eagly et al., 2001).Researchers have also looked at the gender differences in emotional intelligence, Mayer and Geher (1996) indicated that women scored higher on measure of emotional intelligence than men. 1 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 1.1 Statement of problem Based on the previous research in the areas of leadership and emotional intelligence, does female have a slight advantage to be transformational leaders? Yet, according to the 2001 Hong Kong Population Census, of the 377,000 managers and administrators in Hong Kong, 280,000 were males and only 97,000 were females. If, as claimed by many researchers, women have a higher level of emotional intelligence and therefore a higher tendency to be transformational leaders, why there are so few females in the managerial positions? Is the concept of female transformational leaders being recognized by organizations nowadays? Or are they still trapped in the gender stereotype perception “think manager, think male”? 1.2 Objectives of the study This research focuses on how much emotional intelligence influences the performance of transformational leadership among Hong Kong managers based on a gender comparison. The objectives of the study are to: • Explore the relationship between emotional intelligence and transformational leadership; • • Investigate how gender will moderate this relationship; Recommend HR managers/practitioners to promote gender equality in the workplace if female is proven to be a potential effective leader. 2 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. II. Literature Review 2.1 Emotional Intelligence Recently a new paradigm of research has focused on the role of emotional intelligence in different styles of leadership. Writings of Goleman (1995, 1998), Cooper & Sawaf (1997), Feldman (1999), Ryback (1997) and Weisinger (1998) have contributed to the construct of emotional intelligence and its importance in the workplace. The term “emotional intelligence” was coined by Mayer and Salovey (1990) and popularized by Goleman (1995). Mayer and Salovey (1990) defined emotional intelligence as the “ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s own thinking and actions”. The WPQei was designed to measure the personal qualities and competencies that were identified by researchers such as Mayer and Salovey (1990) and Goleman (2001). The WPQei is based on a conceptual model of emotional intelligence that has 7 components (Cameron, 2004). Table 1. The WPQei Concept Model of Emotional Intelligence at Work Components A. Innovation Definitions Understanding your creative style coupled with the ability to generate creative responses to business problems yourself and through others. B. Self-awareness Understanding your strengths Competencies • Generating ideas yourself and • • • and weaknesses coupled with drive to improve your capability. • • with others. Solving problems. Taking considered risks. Understanding your strengths and weaknesses. Actively seeking feedback on performance. Taking action to improve capability. 3 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. C. Intuition D. Emotions Using instinct, hunches and along with information and information to guide decisions. facts in decision making. Recognizing and understanding • • Learning to develop a sixth sense. Recognizing and your feelings and emotions and understanding your feelings managing their impact on other and emotions. Achievement striving, energy, • • Managing the impact of emotions on others. • Getting things done. • and excellence. Taking an interest in people and • listening to their views, • Making time for people. Listening to their views and • concerns. initiative and persistence. F. Empathy Using instinct and feelings feelings along with facts and people. E. Motivation • problems and concerns. Striving for quality, service Setting personal challenges. Being sensitive to people’s backgrounds, values and G. Social skills Building relationships with people and communicating effectively with them. • cultures. • problems and obstacles. Helping people to overcome Building relationships and • networks. • Working as part of a team. • Oral communication. Handling social situations. Reflecting the mixed model of emotional intelligence, Bar-On (1996) developed an instrument to measure a more comprehensive concept of emotional intelligence. Bar-On (1997) defined emotional intelligence as “an array of non-cognitive capabilities, competencies, and skills that influence one’s ability to succeed in coping with environmental 4 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. demands and pressures” (p.14). The Bar-On Emotional Quotient Inventory (EQ-i) divides emotional intelligence into five major components. Bar-On (1996) labeled the components ‘intrapersonal,’ ‘interpersonal,’ ‘adaptability,’ ‘stress management’ and ‘general mood.’ Table 2. The EQ-I Conceptual Components of Emotional Intelligence. Dimensions 1) Intrapersonal - Represents abilities, capabilities, competencies and skills pertaining to the inner self. 2) Interpersonal - Represents interpersonal skills and functioning. 3) Adaptability - Represents how successfully one is able to cope with environmental demands by effectively sizing up and dealing with problematic situations. 4) Stress Management - Concerns the ability to manage and cope effectively with stress. 5) General Mood - Pertains to the ability to enjoy life and to maintain a • Conceptual Components • Emotional self-awareness • Self-regarded • Independence • Assertiveness • Self-actualization • Empathy • Interpersonal relationships • Social responsibility • Reality-testing • • • • • Flexibility Problem solving Stress tolerance Impulse control Optimism Happiness positive disposition Emotional Intelligence and Star Performance Emotional Intelligence (EI) becomes more important the higher the level in the organization, as was found by Chen, et al. (1998) that closes to 90 percent of the success in leadership of star performers was attributable to EI. Accurate self-assessment, one of the foundations of emotional competence, was associated with superior performance among several hundred managers from 12 different organizations (Boyatzis, 1982). Experienced partners in a 5 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. multinational consulting firm were assessed on their EI competencies. Partners who scored above the median on nine or more of the 20 competencies achieved $1.2 million more profit (1 139 percent incremental gain) than did other partners (Boyatzis, 1999). After supervisors in a manufacturing plant received training in emotional competencies such as how to listen better and help employees resolve problems themselves, lost-time accidents were reduced by 50 percent, formal grievances were reduced from an average of 15 per year to 3 per year, and the plant exceeded productivity goals by $250,000 (Pesuric & Byham, 1996). In another manufacturing plant where supervisors received similar training, production increased 17 percent. No such increase in the production was found for a group of matched supervisors who were untrained in emotional competencies. Emotional Intelligence and Gender Women are generally more aware of their emotions, show more empathy, and are more adept interpersonally (Argyle, 1990). In this study, it is expected that women are more competent in EI, thus the following hypothesis is suggested: Hypothesis 1: There will be significant differences in the scores of emotional intelligence between male and female managers. 2.2 Transformational Leadership In the past, leadership studies focused on trait and situational approaches. Current developments in leadership have focused on transformational and transactional approaches (Hackman, et al., 1992). Burns (1987) proposed that leadership process occurs in one of two ways, either transactional or transformational. Bass and Avolio (1994) defined transformational leadership as leadership that occurs when the leader stimulates the interest among colleagues and follower to view their work 6 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. from a new perspective. The transformational leader generates an awareness of the mission or vision of the organization, and develop colleagues and follower to higher levels of ability and potential. In addition, the transformational leader motivates colleagues and followers to look beyond their own interests towards interests that will benefit the group. Bass and Avolio (1994) proposed that transformational leadership comprises four dimensions – the “Four I’s.” Table 3. Components of Bass & Avolio’s Transformational Leadership Dimensions of Transformation Leadership – 4 I’s (Bass, 1990) 1) Idealized Influence (Behavior & Attributed) 2) Inspirational Motivation - Leader provides vision and sense of mission, instills pride, gains trust and respect. - Leader communicates high expectations, use symbols to focus efforts, expresses important purposes in simple ways. 3) Intellectual Stimulation - Leader promotes intelligence, rationality and careful problem solving. 4) Individualized Consideration - Leader gives personal attention, treats each employee individually, coaches, advises. In comparison to transformational leadership, Bass and Avolio (1994) described transactional leadership occurring when the leader rewards or disciplines the follower with regards to performance. Burns (1987) described transactional leaders as leaders that emphasize work standards, assignments, and task-oriented goals. In addition, transactional leaders tend to focus on task completion and employee compliance, and these leaders rely quite heavily on organizational rewards and punishments to influence employee performance (Burns, 1987). Leadership and Effectiveness Bass (1997) suggested that transformational leaders achieved higher levels of success in the workplace than transactional leaders. He noted that transformational leaders were promoted more often and produced better financial results than transactional leaders (Bass, 7 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 1997). Bass (1997) also observed that employees rated transformational leaders more satisfying and effective than transactional leaders. Bar-on (1997) would attribute transformational leaders’ superior work performance to high EQ-I scores. Several researchers have investigated the effects of transformational and transactional leadership. Hater and Bass (1988) found transformational leadership, when compared to transactional leadership, predicted higher employee ratings of effectiveness and satisfaction. In addition, Keller (1995) found that certain aspects of transformational leadership predicted higher group performance. Also, Seltzer and Bass (1990) found moderate correlations between transformational leadership and leader effectiveness, subordinate extra effort, and satisfaction o the subordinate with the leader. Lastly, top performing managers are seen as more transformational on their leadership style than ordinary managers (Hater & Bass, 1988). Leadership and Gender As women have become a more prominent presence as managers and executives in organizations, more attention has been devoted to the possible differences between the leadership styles of women and men. Intuitive reasoning suggests that early socialization patterns develop different qualities in women and men that would likely result in variations in leadership styles (Powell, 1993). Women tend to score higher in transformational leadership while men score higher in transactional leadership (Bass & Avolio, 1994). Thus the following hypothesis is suggested: Hypothesis 2: There will be significant differences in the style of transformational leadership between male and female managers. 8 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Leadership and emotional intelligence According to Goleman (1998c), most effective leaders are alike in they all have a high degree of emotional intelligence. Goleman (1998c) claimed, “emotional intelligence is the sine qua non of leadership….Without it, a person can have the best training in the world, an incisive analytic mind, and an endless supply of smart ideas, but he still won’t make a great leader” (p.93) Emotional Intelligence plays an increasingly important role at the highest levels of the company, where differences in technical skills are of negligible importance (Goleman, 1998c). A review (Avolio & Bass, 1997) of organizational research studies consistently found that transformational leaders as measured by the Management Leadership Questionnaire (MLQ) were more effective and satisfying leaders than were transactional leaders. Transformational leaders appear to be more behavioral and less emotional when dealing with stress and conflict. They demonstrate internal locus of control self-confidence and selfacceptance. They appear to be better adjusted than transactional leaders with a strong sense of responsibility and clear goals. Focusing on a multiple model of intelligence, a review of studies (Atwater & Yammarino, 1993; Gibbons, 1986; Howell & Avolio, 1993; Ross & Offerman, 1997; Southwick, 1998) that examined the relationship between leadership style and emotional intelligence found evidence of correlations between transformational leadership and traits of emotional intelligence, less for social intelligence and least for cognitive intelligence. Thus, the following hypothesis was formed: Hypothesis 3: There is a positive relationship between emotional intelligence and transformational leadership. 9 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Gender differences Druskat (1994) found that female leaders were evaluated as being more transformational by female subordinates than male leaders who were evaluated by male subordinates. These gender differences might be due to differences between men and women in their tendency to be nurturing and promote the development of their subordinates, which is a component of transformational leadership. He further suggests that transformational leadership may be a more feminine style of leading. Based on these findings, the following hypothesis was formulated: Hypothesis 4: The relationship between emotional intelligence and transformational leadership is stronger, when the gender is female. 10 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 2.3 Conceptual Model of Hypotheses The objectives of this study can be achieved by answering the following three hypotheses: Gender IV Emotional Intelligence DV +ve Transformational Leadership Independent Variable: Emotional Intelligence Dependent Variable: Transformational Leadership Moderating Variable: Gender Figure 1. Conceptual Model of the Hypotheses Hypothesis 1: There will be significant differences in the emotional intelligence scores between male and female managers. Hypothesis 2: There will be significant differences in the style of transformational leadership between male and female managers. Hypothesis 3: There is a positive relationship between emotional intelligence and transformational leadership. Hypothesis 4: The relationship between emotional intelligence and transformational leadership is stronger for female. 11 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. III. Method 3.1 Sample First and foremost, Human Resources managers of 10 organizations were contacted. These organizations ranged from small-sized local firms to multinational corporations of different industries such telecommunications, etc. as bank, hospitality, law, education, transportation, After receiving permission to test employees within their companies, a letter was sent to the Human Resources representative in each organization explaining the design and purpose of the study in greater detail. The HR representative helped distribute and collect the questionnaire. The sample frame consisted of 50 male and 50 female full-time employees with supervisory/managerial experience and they are all Chinese origin. Out of the 150 questionnaire distributed, 100 were returned, for a response rate of 67%. As shown in Table 4a, most of the respondents are aged between 25 and 35 (77%) while 22% aged from 36 to 45. The majority has monthly income ranged from $10,000 to $20,000. Many of them (66%) gain leadership or supervisory experience from 1 to 5 years. About 40% of the respondents are middle management or above, while the rest are supervisory level. As indicated in Table 4b, those in the female sample have been in the profession for a longer period of time and have more supervisory experience than those in the male sample. However, the female sample is similar to the male sample in age and level of education. 65 of the 100 participants had a Bachelor’s degree, 31 participants had Masters level degree, 1 participant had Doctoral degree and the rest had an associate’s degree. Table 4a. The Demographic Characteristics of the Sample Variables 1) Gender 2) Age Category Male Female 25-35 36-45 46-55 >56 % 50 50 77 20 2 1 12 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 3) Marital Status 4) Salary Range 5) Education level 6) Department 7) Years of Working Experience 8) Current Position Level 9) Years of supervisory experience Single Married Divorced 10,000 – 20,000 20,001 – 30,000 30,001 – 40,000 40,001 – 50,000 50,001 – 60,000 >60,001 Associate’s degree Bachelor’s degree Masters’ degree Doctoral degree Finance & Account Sales & Marketing HR/ General Admin. Information Systems Operations Others 1-5 5-10 11-15 16-20 >20 Senior Management Middle Management Supervisory 1-5 5-10 11-15 16-20 >20 65 7 28 54 10 12 3 6 15 3 65 31 1 10 31 33 6 2 18 55 13 9 10 13 27 13 60 66 10 11 3 10 Table 4b. Comparison of Major Demographics of Female of Male Variables Age (1 = 25-35; 2 = 36-45) Level of education (3 = Bachelor; 4 = Master) Years of working experience (1 = 1-5; 2 = 6-10) Years of supervisory experience ((1 = 1-5; 2 = 6-10) Female (n=50) 1.28 Male (n=50) 1.26 3.34 3.26 2.34 1.92 1.96 1.66 13 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 3.2 Measurement Instrument The Multi-factor Leadership Questionnaire (MLQ, 5x-Revised; Bass & Avolio, 1996) will be applied to determine the leadership style of individuals. The Work-Profile Questionnaire – EI version (WPQei, Cameron, 2004) will be used to obtain the emotional intelligence scores of leaders. A demographic questionnaire will also be administered to collect participant personal data. The latest version of the MLQ (5x-Revised; Bass & Avolio, 1996) is available in two forms: the self rating form, where supervisors rate themselves as leader; and the rater form, where associates rate their leaders. For the current study, the leaders responded to the MLQ (5x-Revised; Bass & Avolio, 1996) self-rating form. Transformational Leadership The MLQ (5x-Revised; Bass & Avolio, 1996) was scored by adding all factors to get a transformational, transactional, and ‘Laissez-Faire’ score for each participant. For the purpose of this study, the transformational leadership scores will be used only. There are 20 items assessing five components of transformational leadership which are ‘Idealized Influence (Behavior),’ ‘Idealized Influence (Attributed),’ ‘Inspirational Motivation,’ ‘Intellectual Stimulation,’ ‘Individualized Consideration’ on a five-point Likert-type scale (0=not at all, 1=once in a while, 2=sometimes, 3=fairly often, 4=frequently, if not always) (Bass & Avolio, 1996). Bass and Avolio (1996) reported the alpha reliability coefficients for the MLQ (5xRevised; Bass & Avolio, 1996) rater form scales for 2080 cases. The Spearman Brown estimated reliabilities ranged from .81 to .96. The alpha reliabilities coefficients for the MLQ (5x-Revised; Bass & Avolio, 1996) self-rating from were slightly lower. The reliabilities ranged from .44 to .74 for the self-ratings and .53 to .85 for the ratings by others. 14 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Emotional Intelligence The Work-Profile Questionnaire – EI version is an 84 item instrument designed to measure the personal qualities and competencies that employees need to develop to manage emotion at work – that is, those identified by researchers such as Mayer and Salovey (1990) and Goleman (2001). Among the 84 items, 14 most significant items will be used in the questionnaire of this study. The WPQei is based on a conceptual model of emotional intelligence that has seven components: innovation, self-awareness, intuition, emotions, motivation, empathy, and social skills which are assessed on five-point scale on a bi-polar basis (Cameron, 2004). Cameron (2004) reported that the WPQei scales are in the .6 - .8 benchmark range for psychometric scales and the median scale reliability is .78. The reliability of the instrument as a whole is .95. Besides, the correlations between the WPQei scales and the marker variables are in the range of .60 - .80 with a median correlation of .73 demonstrating that the WPQei scales are measuring personal and emotional competencies similar to those identified by Goleman. 3.3 Data Analysis A hierarchical regression analysis will be conducted to determine if emotional intelligence is a predictor of transformational leadership style. The analysis will also be used to investigate the gender differences in the relationship between emotional intelligence and transformational leadership style. To investigate the gender differences in the relationship, the same analysis will be used to determine the interaction between gender and emotional intelligence when predicting transformational leadership style. Independent t-tests will also be performed to determine gender differences in the emotional intelligence scores and 15 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. transformational leadership style of male and female managers. The REGRESSION procedure from the SPSS for Windows Statistical Package will be used to test the prediction model. 16 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. IV. Analysis and Findings 4.1 Factor Analysis 4.1.1 Factor Analysis on Emotional Intelligence The principle component factor analysis with varimax was employed. A total of 14 items remained as no cross loadings was resulted. These items were grouped into 7 factors, namely Innovation, Self-awareness, Intuition, Emotions, Motivation, Empathy and Social skills. The result of Kaiser-Meyer-Olkin Measure of Sampling Adequacy (.645), Bartlett’s test of Sphericity (638.569) and Significance (.000) indicated that the factor analysis method was appropriate. The resultant factor structure explained 83.84% of the item variance. The seven created factors had eigenvalue greater than 1.0 so it would be used for subsequent analysis, namely hierarchical regression and t-test. The seven factors and their loadings are listed in Table 5. 4.1.2 Factor Analysis on Transformational Leadership Same as emotional intelligence, the principle component factor analysis with varimax was employed. A total of 20 items remained as no cross loading was resulted. The five factors are Idealized Attributes (alpha = .92), Idealized Behaviours (alpha = .82), Inspirational Motivation (alpha = .83), Intellectual Stimulation (alpha = .78) and Individualized Considerations (alpha = .79). The result of Kaiser-Meyer-Olkin Measure of Sampling Adequacy (.639) and Bartlett’s test of Sphericity (1669.272) and Significance (.000) indicated that factor analysis method was appropriate. The resultant factor structure explained 72.743% of the item variance. The five created factors had eigenvalue greater than 1.0 so it would be used for subsequent analysis. The five factors and their loadings are listed in Table6. 17 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Table 5. Factors Analysis of Emotional Intelligence Items Items Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 Factor 6 Factor 7 I have generated novel ideas about how to do things differently. I have invented new ways of doing things I have examined my strengths and weakness. I have worked with someone else whose strength I lacked I have look for evidence to support my hunches. I have relied on whether a decision felt right. I have thought clearly and stay focused user pressure. I have taken set back in my stride. I have set challenging goals for myself I have had a high drive to meet my objectives and standards. I have let people know that I was available to help out. I make time for people and listen to their views and concerns. I work well in teams/groups. I have spent a good deal of time building relationships. .73 .71 .66 .54 .64 .58 .79 .78 .74 .73 .73 .72 .63 .62 Eigenvalue 4.853 2.689 2.463 2.173 1 .916 1.862 1.782 Percentage of variance 34.664 12.064 10.450 8.377 6.545 6.154 5.586 18 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Table 6. Factors Analysis of Transformational Leadership Items Items I act in ways that build others’ respect for me. I instill pride in others for being associated with me. I go beyond self-interest for the good of the group. I display a sense of power and confidence. I consider the moral and ethical consequences of decisions. I emphasize the importance of having a collective sense of mission. I talk about my most important values and beliefs. I specify the importance of having a strong sense of purpose. I talk enthusiastically about what needs to be accomplished. I articulate a compelling vision of the future. I talk optimistically about the future. I express confidence that goals will be achieved. I get others to look at problems from many different angles. I suggest new ways of looking at how to complete assignments. I seek differing perspectives when solving problems. I re-examine critical assumptions to questions whether they are appropriate. I help others develop their strengths. I spend time teaching and coaching. I treat others as individuals rather than just as a member of a group. I consider an individual as having different needs, abilities, and aspirations from others. Factor 1 Factor 2 Factor 3 Factor 4 Factor 5 .81 .71 .70 .63 .75 .70 .71 .62 .78 .77 .68 .68 .81 .79 .74 .71 .82 .78 .73 .61 Eigenvalue 7.897 2.419 1.703 1.310 1.219 Percentage of variance 39.483 12.096 8.514 6.548 6.093 19 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 4.2 Cronbach Alpha Reliability Test In this research, two scales were adopted from other studies. To test the reliability of the scale, Cronbach alpha coefficient was examined. According to Pallant (2001), a scale with Cronbach alpha coefficient of .7 or above is acceptable. All the scales used in this research were over .7, so they were fully accepted. Specifically, the scale for measuring Emotional Intelligence had lower internal consistency than the original one, while the scale for measuring Transformational Leadership had higher internal consistency than the original one. Table 7. Cronbach Alpha Reliability Test Scale Transformational Leadership Emotional Intelligence Original Alpha Coefficient .76 .95 Current Alpha Coefficient .92 .82 4.3 Independent Groups t-Test Independent groups t-tests were used to compare the mean totals of transformational and emotional intelligence scores of male and female managers. A significant (p< .001) difference was found in the emotional intelligence scores of male and female managers. The mean total emotional intelligence score of females was 54.10 and that of males was 48.16. There was also significant (p< .001) difference found in the transformational leadership score of male and female managers. The mean total transformational leadership score of females was 81.38 and that of males was 70.72. Thus, Hypothesis 1 and 2 are supported. The results of these tests are presented in Table 8. Table 8. Independent Groups t-tests Comparing Mean Transformational Leadership Scores and Emotional Intelligence Scores for Females and Males Variables Transformational Leadership Female Male Emotional Intelligence Female Male Means n Mean Diff. SE Diff. t p 81.38 70.72 50 50 10.66 -.035 4.599 .000 54.10 48.16 50 50 5.94 -.025 4.244 .000 20 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 4.4 Zero-order Correlation Table 9 presents the results of the zero-order correlations and descriptive statistics among the studied variables. As show in Table 9, a strong positive relationship (r = .791, p<.01) was found between emotional intelligence and transformational leadership. The significant positive correlation between gender and emotional intelligence (r = .421, p<.01) and transformational leadership (r =.394, p<.01) reported in Table 9 reinforced results of a ttest that showed that female managers scored higher in both emotional intelligence and transformational leadership style. 21 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. Table 9. Descriptive Statistics and Zero-Order Correlations of Study Variables Variables Mean SD 1 2 3 4 5 1. Gendera .50 .503 2. Ageb 1.27 .548 .018 3. Marital Statusc 1.74 1.097 .110 .622** 4. Salary Range 2.42 1.892 .053 .640** .686** 5. Education Level 3.30 .541 .074 .303** .439** .566** 6. Working Experience 2.13 1.488 .142 .811** .775** .813** .528** 7. Current Position Leveld 2.37 .939 -.054 -.628** -.415** -.816** -.340** 8. Supervisory Experience 1.81 1.331 .113 .736** .692** .726** .599** 9. TRANS 76.05 12.714 .421** .430** .412** .511** ..494** 10.EMOT 51.13 7.575 .394** .381** .412** .551** .547** a 1 = Female, 0 = Male b 1 = 25-35, 2 = 36-45, 3 = 46-55, 4 = >60 c 1 = Single, 2 = Married, 3 = Divorced, 4 = Widowed d 1 = Senior Management, 2 = Middle Management, 3 = Supervisory, 4 = Non-supervisory *p<.05 **p<.01 6 7 8 9 -.721** .910** .497** .532** -.614** -.415** -.497** .581** .604** .791** 10 - 22 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. 4.5 Hierarchical Regression Analysis A hierarchical regression analysis was conducted to test the predictive relationship between emotional intelligence and transformational leadership style. Emotional intelligence was used as the independent variable and transformational leadership as the dependent variable. Consistent with Hypothesis 3, a significant (β = .562, p< .001) positive relationship was found between emotional intelligence and transformational leadership style. The results of this procedure are presented in Table 10. Table 10. Summary of Hierarchical Regression Analysis for Variables Predicting Transformational Leadership Style (N=100) Variable Step 1 Age Marital Status Salary Range Education Level Department Yrs of Working Experience Current Position level Yrs of Supervisory Experience R2 = .418, *p<0.05, **p<.01, ***p<.001 Step 2 Emotional Intelligence Gender R2 = .701, *p<0.05, **p<.01, ***p<.001 Step 3 Emotional Intelligence Gender EMOGEN 2 R = .704, *p<0.05, **p<.01, ***p<.001 β ∆R2 F∆ p .258* .006 .003 .057 .027 -.507* .084 .348* .418 8.181 .000 .562*** .220** .282 41.935 .000 .510*** -.390 .651 .004 1.110 n.s. The hierarchical regression analysis was also used to examine the interaction of gender with emotional intelligence while predicting transformational leadership style. To test this, the gender and emotional intelligence interaction was added in step 3. The interaction was not significant (β = .651, p >.05). There was no support for Hypothesis 4 that gender moderated the relationship of emotional intelligence and transformational leadership. 23 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. V. Discussions and Recommendations 5.1 Discussions The results supported the existence of a strong relationship between transformational leadership and emotional intelligence. The components of emotional intelligence correlate in a positively moderate to strong direction and magnitude with the components of transformational leadership. The strongest correlation was found between the emotional component of “Empathy” and the transformational component of “Inspirational Motivation”. The result was consistent with previous findings that leaders high in the emotional intelligence component of understanding emotions of others are more likely to accurately perceive the extent to which followers’ expectations can be raised, and this is related to the transformational sub-component of “Inspirational Motivation” (Salovey and Mayer, 1990). Unexpectedly, there’s no significant relationship found between “Innovation” and transformational leadership which suggests that generating creative responses to business problems may not be an attribute of a transformational leader. The regression analysis suggested that transformational leadership style of managers could be predicted from their emotional intelligence scores. The higher emotional intelligence scores one has, the more likely he/she will display transformational behaviour. Past researchers have stressed the importance of emotional intelligence for effective leadership (Goleman, 1998b; Cooper & Sawaf, 1997). Research studies in leadership style have established transformational leadership as one of the most effective way of leading people (Burns, 1978; Bass & Avolio, 1996; Tichy & Devanna, 1986). Society today is faced with many challenges that require outstanding leadership. Today’s and tomorrow’s leaders will not only need to possess effective managerial skills but also highly developed social and emotional skills. IQ and technical skills are probably baseline requirements for executive 24 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. roles, but without emotional intelligence the best-trained manager won’t make a great leader (Goleman, 1998). Organizations need managers who can develop positive relationships with subordinates, serve as role models, and persuade employees to look beyond their own needs and focus on the interests of the group overall. There is no moderating effect of gender on the relationship between emotional intelligence and transformational leadership style. As a result, it can be suggested that there is no difference in the relationship between transformational leadership style and emotional intelligence for male and female managers. This could be explained by the organizational context in which managers are working. Nowadays, senior women are rare in many maledominated companies, so they often consider how their own behaviors and perceptions fit with those associated with successful careers in their organization (Vinnicombe & Singh, 2002). Eagly and Johnson (1990) showed that women managers in male-dominated industries tended to emulate more stereotypically masculine leadership styles. This tendency of female managers may hinder the moderating effect of gender on the relationship between transformational leadership and emotional intelligence. Besides, there’s a significant correlation between managerial level and transformational leadership. Thus, regardless of gender, top managers may saw themselves as more transformational leaders than those who were younger and at lower managerial levels. Cultural factor may also hinder the moderating effect of gender. Biggart and Hamilton (1987) claimed that "leadership is embedded in social and cultural beliefs and values, [and] cannot be fully understood apart from the context in which it exists". Since all the respondents are Chinese, their decisions on choosing an appropriate leadership style do espouse the Confucian values. The collectivistic Confucian culture emphasizes industriousness, sacrifice of personal 25 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. interests over group interests, concealment of emotions, and low profile (e.g. Hofstede and Bond, 1988; Hofstede, 1993). One of the key components of Confucianism is its strong emphasis on humanity. Chinese managers have highlighted respect for the individual, mutual respect, being passionate, treasuring relationship and teamwork, as important values for them to observe. In Tichy and Devanna (1986)'s study, the transformational leaders are powerful yet sensitive to other people. Not only does the transformational leader treats the follower equitably and satisfactorily (Bass, 1985), he/she also encourages collaboration, team building and empowerment among the followers (Kouzes and Posner, 1987). Thus, male and female have equal claims to transformational leadership in a Chinese society (Manning, 2002) and it also explains why “Empathy”, which is one of the Chinese traditional values, has the strongest correlation with transformational leadership. Nevertheless, there is a significant difference in the emotional intelligence scores of male and female managers. The mean total of emotional intelligence scores of females was higher than that for males. The results suggested that females might be better at managing their emotions and the emotions of others as compared to males. Other researchers (Mayer, Caruso & Salovey, 1999; Mayer & Geher, 1996) have found similar results with females scoring higher on the measure of emotional intelligence. The findings also indicated that female managers were more likely than male managers to report higher score on the use of transformational leadership. Previous research on this subject has revealed ambiguous findings. Some researchers have found females to be more transformational than males (Carless, 1998). While other researchers concluded that there were no differences between men and women on these dimensions (Eagly & Johnson, 1990). On the ground that female respondents in this study reported higher emotional 26 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. intelligence scores, it’s no surprise that they displayed transformational leadership to a larger extent. All in all, given the significant difference, it provides support that female managers tend to emerge as a transformational leader since the majority has higher emotional intelligence. 5.2 Practical Implications The application of the positive relationship between transformational leadership and emotional intelligence could benefit organizations in several ways. Companies that hire and promote people to leadership positions may find the positive relationship between transformational leadership style and emotional intelligence useful. The results imply that an individual who tested high on emotional intelligence would probably be a transformational leader. Knowledge of this relationship would help organizations identify and train potential leaders. Previous research in this field claims that organizations with transformational leaders are not only better at handling change but are also more effective and profitable (Bass, 1985). If emotional intelligence scores can predict transformational leadership, organizations may find emotional intelligence measures to be valuable tools in the hiring, promotion and development of organizational leaders. Although the relationship between emotional intelligence and transformational leadership is not gender-specific, there are significant gender differences in the scores of emotional intelligence and transformational leadership style of male and female managers. If women attain higher scores on the two constructs than their male counterparts, then women 27 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. should also be seen as a potential effective leader. Since recent research (Martell & DeSmet, 2001) indicates that men’s and women’s leadership abilities are still assessed differently, with the perceived likelihood of a number of key leader behaviors deemed significantly lower for females, the results of the present study may provide a more positive view for the potential of women as transformational leaders. Moreover, transformational leadership has been positively linked to business-unit performance (Howell& Avolio, 1993), and is associated with leadership effectiveness. If women typically exhibit transformational leadership behaviours, this may contribute to breaking the “glass ceiling”, as women are increasingly selected to occupy executive-level positions. As the construct of effective leadership changes, it may be come more critical to encourage the mentoring and leadership development of women, as well as interpersonal skills training for future male leaders. 5.3 Limitations and recommendations for future study Though the research study was consciously done, it may have been confounded by several limitations. a. Validity of measurement Owing to time constraint, only 100 questionnaires were distributed and the data for this study were gathered through self-report, i.e. by asking each respondent to describe his or her own behaviour. Thus the result may not be representative enough to characterize the opinions of the whole population. An alternative, and arguably better but more difficult, approach is to enlarge the scope of sample size and ask each manager’s superiors, peers, and subordinates to describe the manager’s behaviour. Besides, by using a larger sample, 28 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. researchers may be able to examine the different components females score higher than males. Further research could also examine the relationship between the components and subcomponents of transformational leadership style and emotional intelligence. b. Likelihood of a particular response style Though the respondents were assured that the survey results would be confidential, some of them were still characterized by social desirability. They responded in a way that they thought will present them in a favorable light. It is also found that the higher the managerial level, the more likely that this response style is reflected. Thus, some senior managers, despite male or female, score quite high in the questionnaire. The social desirability might have hindered the potential effect of gender. Though the use of contentspecific anchors as opposed to agree-disagree or high-low continua can minimize social desirability, the Multi-factor Leadership Questionnaire (MLQ, 5x-Revised; Bass & Avolio, 1996) uses the five-point Likert scale which limited the collection of accurate information. c. Other underlying factors leading to gender differences in transformational leadership Though in this research, women were found to score higher in emotional intelligence, thus higher in transformational leadership as well, there might be other underlying dynamics that foster gender differences in transformational leadership. This study investigated gender differences in transformational leadership across a variety of organizations and types of business. This makes the findings of this study more generalizable, but mixed findings in the prior literature suggest that organizational context may be an important factor influencing gender differences in transformational leadership that should be investigated in future studies. Druskat (1994) suggested that transformational leadership is more likely to emerge in all- 29 The Relationship between Emotional Intelligence and Transformational Leadership style: a Gender Comparison. female organizations where women control the resources and so are less constrained in the their leadership styles. VI. Conclusions In summary, this research study attempted to look at the relationship between transformational leadership style and emotional intelligence. The moderating effect of gender on the relationship between transformational leadership style and emotional intelligence were also examined. Lastly, this study examined any gender differences in the transformational leadership style and emotional intelligence scores of male and female managers. Based on the results of the study, it is suggested that there is a significant positive relationship between transformational leadership style and emotional intelligence. This research also suggested that there are gender differences in the emotional intelligence scores and transformational leadership style of male and female managers. However, gender did not have a significant moderating effect on the relationship between emotional intelligence and transformational leadership. 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Transformational leadership theory; using levels of analysis to determine boundary conditions. Personnel Psychology, 47, 787-811. Appendix A Questionnaire of Emotional Intelligence and Transformational Leadership Dear Respondent, Re: Questionnaire for Emotional Intelligence and Transformational Leadership I am a Year 3 student from the Hong Kong Baptist University, working on an academic research work for an Honours Project in partial fulfillment of the BBA graduation requirement. I would like to invite your participation in this project which investigates the relationship between emotional intelligence and transformational leadership style on a gender comparison. Along with this letter is a short questionnaire that asks a variety of questions about the relationship between emotional intelligence and transformational leadership. This research focuses on how much emotional intelligence influences the performance of transformational leadership among Hong Kong managers based on gender comparisons in an effort to understand the unique and timely leadership quality that women may possess so as to alter the “think manager, think male” mode. Furthermore, it is expected that the results can provide evidence for considering emotional intelligence in the selection and development of leaders The attached questionnaire should take about 5 – 10 minutes to complete. All the information provided on the questionnaire is strictly anonymous and confidential, and no attempt will be made to determine your identities. It is grateful should you return the completed questionnaire to me by email: 02006464@hkbu.edu.hk on or before 28th February 2005 (Monday). Meanwhile, should you have any enquiries about the questionnaire, please kindly contact me at 98314889. Thank you for your input and time. Sincerely, Yau Sze Nga, Vicky BBA(HRM) Yr. 3 Hong Kong Baptist University EMOTIONAL INTELLIGENCE AND TRANSFORMAITONAL LEADERSHIP QUESTIONNAIRE 情緒智商與轉型領導之關係調查研究問卷 Disclaimer: This questionnaire constitutes part of a student’s individual academic research work for an Honours Project in partial fulfillment of the BBA graduation requirement. While the Hong Kong Baptist University respects and abides by the Privacy Data Ordinance, it is the student’s responsibility to comply with the Ordinance during every aspect of the project. Please contact the sender of this questionnaire for specific details. Please ignore this questionnaire if you have responded or are not interested in responding to it. Thank you. Introduction This questionnaire consists of two parts. The first part describes your leadership style as you perceive it and the second part measures your emotional intelligence. Please answer all the items on this answer sheet. Try to work quickly through the questionnaire answering as honestly as you can. All information will be kept strictly CONFIDENTIAL. 此問卷共有兩部份，第一部份測試您的領導類型，而第二部份則測試您的情緒智商 煩請如實回答下列所有問題，而您所回答的資料將純粹作學術研究之用 PART I 第一部份 Instructions: In this part, there are 20 descriptive statements. Please judge how frequently each statement fits you and circle the suitable options. The word “others’ may mean your peers, clients, direct reports, supervisors, and/or all of these individuals. 請您閱讀下列各項敘述的內容，依照您自身的情況，選擇一個最適合的選項 內容所 提及的 其他人 可以代表著你的朋輩，客戶，上級，或監管人 Please use the following rating scale: 請運用以下等級: Not at all Once in a while 完全不會 1 1. 2. 3. 4. 偶爾 2 Sometimes Fairly often 間中 頗經常 Frequently, if not always 經常 3 4 5 I instill pride in others for being associated with me…………………………….. 跟我合作的人都會引以自豪………………………………………………………... 1 2 3 4 5 I go beyond self-interest for the good of the group…………………….............. 我會能做到捨 為人………………………………………………………….......... 1 2 3 4 5 I act in ways that build others’ respect for me…………………………………… 我行為受人敬重……………………………………………………......................... 1 2 3 4 5 2 3 4 5 I display a sense of power and confidence………………………………………. 我喜歡顯露我的權力與自信………………………………………………………... 1 EMOTIONAL INTELLIGENCE AND TRANSFORMAITONAL LEADERSHIP QUESTIONNAIRE 情緒智商與轉型領導之關係調查研究問卷 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. I talk about my most important values and beliefs……………………………… 我會談及我認為最重要的價值觀念和信念………………………………………... I specify the importance of having a strong sense of purpose………………… 我強調做每件事都要有明確目標…………………………………………………... 1 2 3 4 5 1 2 3 4 5 I consider the moral and ethical consequences of decisions………………….. 我做每個決定都會考慮到道德的問題………………………………..................... 1 2 3 4 5 I emphasize the importance of having a collective sense of mission………… 我強調共同承擔責任的重要性……………………………………………………... 1 2 3 4 5 I talk optimistically about the future……………………………………………….. 我會樂觀地談及未來………………………………………………………………... 1 2 3 4 5 I express confidence that goals will be achieved……………………………….. 我勇於表達我對某個目標的自信………………………………………................. 1 2 3 4 5 I talk enthusiastically about what needs to be accomplished………………….. 每當提及需要完成的事項，我都會表現得很熱心………………………………... 1 2 3 4 5 I articulate a compelling vision of the future……………………………............. 我勇於表達對未來的憧憬………………………………………………................. 1 2 3 4 5 2 3 4 5 1 2 3 4 5 I suggest new ways of looking at how to complete assignments……………… 我會建議新方式去完成任務………………………………………………………... 1 2 3 4 5 I get others to look at problems from many different angles…………………… 我會引導他人從不同的角度去看問題……………………………………………... 1 2 3 4 5 1 2 3 4 5 I help others to develop their strengths…………………………………............. 我會幫助其他人發展他們的長處………………………………………................... 1 2 3 4 5 I spend time teaching and coaching……………………………………………… 我願意花時間指導和訓練新人……………………………………………………... 1 2 3 4 5 1 2 3 4 5 I re-examine critical assumptions to question whether they are appropriate………………………………………………………………….............. 1 為了確保決定性的假設是合適，我會再三覆核它………………………………... I seek differing perspectives when solving problems…………………………… 當我解決問題的時候，我會從不同角度著眼……………………………………... I consider an individual as having different needs, abilities, and aspirations from others…………………………………………………………………………... 我認為每個人都有不同的需要 能力，和抱負…………………………………... I treat others as individuals rather than just as a member of a group………… 我視其他人為獨立個體而不只是團隊中的一員………………………… EMOTIONAL INTELLIGENCE AND TRANSFORMAITONAL LEADERSHIP QUESTIONNAIRE 情緒智商與轉型領導之關係調查研究問卷 PART II 第二部份 Instructions: The items below inquire about the way you perceived yourself, especially during work. Each item consists of a PAIR of characteristics, with the numbers 1-5 in between. For example, Gives up easily 1…2…3…4…5 Never gives up 以下項目詢問關於您在工作期間的情況 各個項目包括一對特徵，當中由一至五分隔 例: 容易放棄 1…2…3…4…5 永不放棄 1. 2. 3. 4. I have invented new ways of doing things. 我會以嶄新方式做事 I tend to produce ideas for incremental change. 我喜歡隨序漸進的創新 I have examined my strengths and weaknesses. 我曾觀察自 的長處和弱點 I am slower to learn from experience. 我不善於從經驗學習 I have done things by the book. 我做事循規蹈矩 1….2….3….4….5 1….2….3….4….5 1….2….3….4….5 1….2….3….4….5 5. 6. 7. 8. I have look for evidence to support my hunches. 我會尋找證據支持我的直覺 I rely more on just facts and analysis when making decisions. 我以事實和分析做決定 I have taken set back in my stride. 我能夠接受人生路上的挫折 I may lose self-control under stress. 我在受到壓力時會失去自制力 1….2….3….4….5 1….2….3….4….5 10. 11. I have done just enough work to get by. 我做事得過且過 I lack the drive and commitment to get on. 我做事缺乏驅動力和熱誠 I have let people know that I was available to help out. I have worked with someone else whose strength I lacked. 我曾跟某方面比我強的人一起工作 過 I have been afraid of trusting my instincts. 我害怕相信我的直覺 I have relied on whether a decision felt right. 我用直覺來做決定 I have got irritated easily. 我容易被別人刺激和惹怒 1….2….3….4….5 1….2….3….4….5 9. I have generated novel ideas about how to do things differently. 我以嶄新意念做事，力求改變 I have hesitated to ask for feedback. 我不敢問別人對我的意見 1….2….3….4….5 1….2….3….4….5 1….2….3….4….5 I have thought clearly and stay focused under pressure. 我在壓力下仍能保持清晰的頭腦和高 度集中力 I have set challenging goals for myself. 我有為我自 設立富挑戰性的目標 I have had a high drive to meet my objectives and standards. 我很有幹勁去達到我的目標和標準 I have been unable to find the time to listen. EMOTIONAL INTELLIGENCE AND TRANSFORMAITONAL LEADERSHIP QUESTIONNAIRE 情緒智商與轉型領導之關係調查研究問卷 12. 13. 14 我會讓別人知道我是有空幫助他 們的 I find it hard to really listen to what people have to say. 我認為認真聆聽別人的說話很 難 我願意抽空聆聽別人的意見和關 1….2….3….4….5 注 I have avoided drawing attention to myself. 我不希望引人注意 I work well in teams/groups. 我在團體中表現得相當好 I have spent a good deal of time building relationships. 我花了大量時間與人建立關系 I work better on my own. 我獨自工作時表現更好 我無法抽空聆聽別人的事 I make time for people and listen to their views and concern. 1….2….3….4….5 1….2….3….4….5 DEMOGRAPHIC INFORMAITON 個人基本資料 1. Gender 性別: O Male 男性 O Female 女性 2. Age 年齡: O 25-35 O 46 - 55 O 36-45 O 56 or above(或以上) 3. Marital Status 婚姻狀 O Single 單身 況: O Married 婚 O Divorced 離婚 O Widowed 喪偶 4. Salary Range 月薪($): (monthly) O 10,000 – 20,000 O 30,001 – 40,000 O 50,001 – 60,000 O 20,001 – 30,000 O 40,001 – 50,000 O 60,001 or above (或以上) 5. Education Level: O Secondary school 中學文憑 O Associate’s degree 副學士學 位 O Postgraduate 碩士學位 O Other 其 他 : _______________ 教育程度: O Bachelor’s degree 學士學位 O Doctoral degree 博士學位 6. Department 部門: O Finance& Account 財務 會 O Information Systems 資訊系統 計 O Sales & Marketing 銷售 市場 O Operations 營業 O HR/ General Administration 人力資源/行政 O Other 其他: ______________ 7. Years Experience: 工作經驗: of 8. Position O Senior Mgt. 高級管理層 Current Working O 1-5 O 11-15 O > 20 O 6-10 O 16-20 O Middle Mgt. 中級管理層 EMOTIONAL INTELLIGENCE AND TRANSFORMAITONAL LEADERSHIP QUESTIONNAIRE 情緒智商與轉型領導之關係調查研究問卷 Level: 現時職位等級: O Supervisory 一般管理層 O Non-supervisory 非管理層 9. Years of leadership or supervisory experience 擁有領導或管理經驗的年資: O 1-5 O 6-10 O 11-15 O 16-20 O > 20 - Thank you for your cooperation 謝謝您的合作! - Appendix B SPSS Output 1. Factor Analysis (Emotional Intelligence) I % I I I I % % % % % 2. Factor Analysis (Transformational Leadership) I % % % % % % I I I I I I I I I I I I I I I I I I I I 3. Hierarchical Regression Analysis Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y I Y Y Y Y 4) Correlation Correlations Gender Gender Age Marital Status Salary Range Education Level Department Years of Working Experience Current Position Level Years of Superviosry Experience TRANS EMOT Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N 1 . 100 .018 .856 100 .136 .176 100 .053 .600 100 .074 .463 100 -.152 .132 100 .142 .159 100 -.066 .515 100 .113 .262 100 .421** .000 100 .394** .000 100 **. Correlation is significant at the 0.01 level (2-tailed). *. Correlation is significant at the 0.05 level (2-tailed). Age Marital Status Salary Range .018 .136 .053 .856 .176 .600 100 100 100 1 .663** .640** . .000 .000 100 100 100 .663** 1 .679** .000 . .000 100 100 100 .640** .679** 1 .000 .000 . 100 100 100 .303** .497** .566** .002 .000 .000 100 100 100 -.069 -.308** -.270** .497 .002 .007 100 100 100 .811** .769** .813** .000 .000 .000 100 100 100 -.639** -.523** -.846** .000 .000 .000 100 100 100 .736** .645** .726** .000 .000 .000 100 100 100 .430** .352** .511** .000 .000 .000 100 100 100 .381** .409** .551** .000 .000 .000 100 100 100 Years of Years of Education Current Working Superviosry Department Level Position Level Experience Experience .074 -.152 .142 -.066 .113 .463 .132 .159 .515 .262 100 100 100 100 100 .303** -.069 .811** -.639** .736** .002 .497 .000 .000 .000 100 100 100 100 100 .497** -.308** .769** -.523** .645** .000 .002 .000 .000 .000 100 100 100 100 100 .566** -.270** .813** -.846** .726** .000 .007 .000 .000 .000 100 100 100 100 100 1 -.221* .528** -.383** .599** . .027 .000 .000 .000 100 100 100 100 100 -.221* 1 -.284** .204* -.333** .027 . .004 .041 .001 100 100 100 100 100 .528** -.284** 1 -.753** .910** .000 .004 . .000 .000 100 100 100 100 100 -.383** .204* -.753** 1 -.656** .000 .041 .000 . .000 100 100 100 100 100 .599** -.333** .910** -.656** 1 .000 .001 .000 .000 . 100 100 100 100 100 .494** -.261** .497** -.443** .580** .000 .009 .000 .000 .000 100 100 100 100 100 .547** -.371** .532** -.525** .604** .000 .000 .000 .000 .000 100 100 100 100 100 TRANS .421** .000 100 .430** .000 100 .352** .000 100 .511** .000 100 .494** .000 100 -.261** .009 100 .497** .000 100 -.443** .000 100 .580** .000 100 1 . 100 .791** .000 100 EMOT .394** .000 100 .381** .000 100 .409** .000 100 .551** .000 100 .547** .000 100 -.371** .000 100 .532** .000 100 -.525** .000 100 .604** .000 100 .791** .000 100 1 . 100 TRANS Idealised attributes Idealised behaviours Inspirational motivation Intellectual stimulation Individual consideration Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N EMOT Innovation .791** .169 .000 .093 100 100 .680** .337** .000 .001 100 100 .657** .040 .000 .693 100 100 .743** .112 .000 .269 100 100 .571** -.010 .000 .918 100 100 .602** .179 .000 .075 100 100 Self-awar eness .561** .000 100 .501** .000 100 .482** .000 100 .471** .000 100 .324** .001 100 .536** .000 100 Intuition Emotion Motivation Empathy Social Skills .490** .553** .538** .681** .569** .000 .000 .000 .000 .000 100 100 100 100 100 .309** .386** .539** .549** .460** .002 .000 .000 .000 .000 100 100 100 100 100 .445** .366** .532** .590** .477** .000 .000 .000 .000 .000 100 100 100 100 100 .412** .548** .615** .622** .538** .000 .000 .000 .000 .000 100 100 100 100 100 .496** .494** .192 .528** .530** .000 .000 .056 .000 .000 100 100 100 100 100 .359** .467** .362** .514** .323** .000 .000 .000 .000 .001 100 100 100 100 100