Supervision and Leadership Style in Saudi Arabia
Supervision and Leadership Style in Saudi Arabia
Literature Review
This literature review supports the aims of this study, which encompass exploring the influence emotional intelligence discourse has within the Saudi Arabian Educational Supervision. It embraces recognizing how increased awareness of emotional issues might enhance Educational supervision practices with respect to contributions in conceptualization of educational leadership in Saudi Arabia. The literature review is also expected to analyse the process of integrating emotional intelligence discourse within the SA Educational supervision practices. Another goal identifying the role gender plays in influencing the level of Emotional intelligence demonstrated by the Educational Supervisors within the educational systems in Saudi Arabia. Finally, the exploration of this literature review is intended to provide recommendations for improving Educational Supervision and leadership quality style based on a new understanding of emotional intelligence.
Exploration of emotional intelligence discourse.
This section of the literature review explores emotional intelligence discourse impact within
Saudi Arabian Educational Supervision. Research shows where the emotional intelligence discourse among educators in Saudi Arabia is a relatively new intervention. As such, the introduction of emotional intelligence as a device to strengthen educational supervision is within its teething stages, which could be tedious. For example, with reference to Dr. Ali Al Kahtani, Associate Professor, King Abdulaziz University, Department of Human Resources a theoretical framework regarding Employee Emotional Intelligence and Employee Performance in the Higher Education Institutions in Saudi Arabia, is needed. The professor explained that from a globalization and social change perspective emotional intelligence is important towards educational institutions in Saudi Arabia becoming compatible with international educational standards (Al Kahtani, 2013).
Precisely, it was emphasized that high performance within organizations was linked to adequate application of emotional intelligence models between management and employees. Citing Yao (2009) this professor explored the value of emotional intelligence in supervision during educators’ interactions with subordinate staff and customers who can be considered students and their parents. It was discovered that emotional intelligence is necessary in establishing compatible interactions between administration and staff as well as teachers and students (Yao, 2009).
Therefore, when supervisors in education use emotional intelligence during their interactions with teachers’ outcomes are improved. Teachers as well as students’ performance within the education system gain momentum simply due to effective application of an emotional intelligence model that has evidence-based success potential. However, despite these useful benefits of emotional intelligence across the world Saudi Arabia still struggle programs that are culturally compatible with its society and the educational system itself (Al Kahtani, 2013).
The role of gender
In this section of the literature review attempts at Identifying the role gender plays in influencing the level of Emotional intelligence demonstrated by the Educational Supervisors within the educational system in Saudi Arabia will be undertaken. The question often asked whether there is a gender specific emotional intelligence model. According to experts this significantly affects receptivity of emotional intelligence among educational supervisors. Specific gender adaptations would relate to culture and how society views male and female roles generally. This element would greatly affect the role a male supervisor would play in application of emotional intelligence on the job when supervising a female teacher. This concern also surfaces when a female supervisor has to interact with a male teacher (Al Kahtani, 2013).
Emotions are feelings, which are displayed differently between male and female genders. For example, men and women manage stress differently. This skill emerges from emotional intelligence. Experts have agreed that women seem to have more emotional fortitude than men in that they are more expressive, whereas men tend to hide their feelings. In Saudi Arabia where emotional intelligence in Education Supervision is in its teething stages, this is a significant feature to be addressed within the system. Currently, there are no models applicable to gender. As such, for Saudi Arabia population gender issues pertaining to this subject must be researched thoroughly to be most applicable to the existing and future educational demands ( Naghavi & Redzuan, 2011).
Increased awareness of emotional intelligence
And Educational supervision practices
This section of the literature review focuses on recognizing how increased awareness of emotional intelligence issues might enhance Educational Supervision practices with respect to contributions in conceptualization of educational leadership in Saudi Arabia. While currently there are no distinct conceptualizations of emotional intelligence specific to Saudi Arabia, numerous perspectives can be explored. For example, empathy is a very valuable emotional intelligence quality that can be practiced in execution of educational supervision in any part of the world (Parker, 2010).
It contributes to success within any organization. Experts have discovered that when a supervisor could display empathy during interactions with staff it is a significant step towards maintaining harmonious relationships in the work environment. Empathy creates respect and facilitates improved performance. This emotional quality can be applied in many situations even among student whose developmental resources need to be activated. Harshness create barriers, but an empathetic response fills void that might hinder learning or cooperation. This is a recommended conceptual model that can be researched and applied in Saudi Arabia school districts (Parker, 2010).
Recommendations for improving educational Supervision in Saudi Arabia
In closing this literature review recommendations for improving Educational Supervision and leadership quality style based on a new understanding of emotional intelligence will be revisited. It was already highlighted that emotional intelligence in Saudi Arabia is in its teething stages. While many advancements are being made based on the quality of information which educators can access on the subject there is always room for improvement. Experts have confirmed that emotional intelligence has a very strong influence upon every aspect of a person’s life. It is known to impact gender behavior interactions between and among families, coworkers and more (Parker, 2010).
The impact of this science on leadership is enormous and current recommendations are that leadership training ought to have an emotional intelligence component. It is true that this is a new feature of organizational life, but its significance to management, mental health as well as counselling has caused it to become mandatory in reducing conflicts within organizational relationships. Social scientists have discovered that when the love, affection, appreciation and empathy features of emotional intelligence are emphasized in its implementation prejudicial barriers are reduced or completely eliminated (Parker, 2010).
Emotional intelligence is so important to societies in this age where there are so much unexplained animosities towards human kind. It has been said that children are not born prejudice or knowing about hate for someone who is different. Saudi Arabia educators can use emotional intelligence qualities incorporated them to classroom instructions. Let the features of this discipline be not used in isolation, but widespread so that the entire school population learn skills of utilizing emotional intelligence throughout their interactions with each other (Parker, 2010). .
References
Al Kahtani, A (2013). Employee Emotional Intelligence and Employee Performance
in the Higher Education Institutions in Saudi Arabia. International Journal of Business
and Social Science.4(9): 22-30
Naghavi, F., & Redzuan, M. (2011). The Relationship Between Gender and Emotional
Intelligence. World Applied Sciences Journal 15 (4): 555-561.
Parker, J. (2010). The handbook of emotional intelligence: Sage Publications
Yao, Y. (2009). The influence of emotional intelligence on job performance: Moderating
effects of leadership. International conference on management science &engineering
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