Emotional Intelligence Transformational Leadership

The aim of the present study is to examine the emotional intelligence which is studied under five dimensions, i.e. Self-Awareness, Managing Emotions, Motivating oneself, Empathy and Social Skills. The present study was carried out on 139 students pursuing MBA ( Female and Males) as a sample of the study with age range between 22 to 25 yrs. Descriptive statistics was done to analyze and compare the data. Result revealed that the students have a moderate level of Emotional Intelligence in terms of Self Awareness, Managing Emotions, Motivating oneself, Empathy and Social Skills. Females (girls) student possess a higher level of emotional intelligence when compared with males (boys). Regarding understanding emotions and handling relationships, it was concluded that there is no significant difference between male and female students.
Keywords: Emotional Intelligence (EI), Self-Awareness (SA), Managing Emotions (ME), Motivating Oneself (MO) Empathy (EM) Social Skills (SS), Management Students.

This study empirically examined the relationship between emotional intelligence and
organizational commitment of the employees. Data were collected from 100 employees working
for a Public Sector Undertaking in India, who were selected by convenient sampling. The
strength and direction of the association between the variables under study were determined by
calculating the Pearson correlation coefficient and linear regression analysis. The results of the
study indicated that emotionally intelligent employees tend to develop higher affective and
normative commitment. Whereas, continuance commitment was found to be negatively related
with emotional intelligence.

Abstract:
The secondary schools bursary fund was introduced in 1993/1994 financial year to enhance access, ensure retention and reduce
the disparities and inequalities in provision of secondary education in Kenya. Decentralization witnessed communal
involvement in decision making and it was anticipated that there will be fairness and efficiency in the whole process.
Nevertheless, cases of complaints by various stakeholders still abound. Renewed interest led to the introduction of secondary
school subsidy by the government in 2008, which is more favorable to day schools, however, boarding school students have to
pay extra charges for boarding facilities. This, together with opportunity cost for both day and boarding schools students justify
the continuation of secondary school bursary fund. This paper study specifically looked at the trend in allocation of
decentralized bursary fund in the years 2008-2011, the relationship between socio economic status and bursary demand and
supply, the challenges and the policy reforms in tackling the bottlenecks. The study employed a descriptive survey and
phenomenological design and was conducted in 14 public secondary schools. A sample of 345 students, 14 head teachers, 12
Kajiado constituency bursary committee members and 2 area education officers was surveyed. Data was collected using pre
tested Questionnaires for head teachers, bursary recipients and non recipients that yielded a correlation co-efficiency of 0.923.
Interview guide for the Kajiado Constituency Bursary Committee and area education officers was used and finally document
analysis. The collected data was analyzed using descriptive, Lorenz curve, Gini co efficiency and inferential statistics. The
Findings of the study observed that: (a) the number of bursary applicants has continued to increase but there is reduction in
amount being allocated to each constituency; (b) the bursary award has no relationship with the beneficiary’s socio-economic
and the average amount of money distributed depends more on the location than ones socio economic status; (c) More boys
than girls get Bursary fund allocation; (d) that there is no statistically significant difference in allocations between students in
provincial and district schools; (e) the students from private and day schools have been included to benefit leading to awards
spread thinly to many students. Among other challenges include: the whole process was marred by political influence. Students
were exaggerating fees with little verification from schools as constituency bursary committee lacked the funds to make follow
up with lack of proper recording system. From the findings, the reforms needed include: (a) a policy on inclusion of day and
private schools students as beneficiaries of bursary, needs to be clear and documented; (b) the use of locations to consider
those with high population and it be based on poverty index of each location and number of needy students;(c ) there is need for
an independent structured management team to be instituted whose work is monitoring and to evaluate the work of CBC and the
DEB body at county level; (d) Need to set up a data bank calling for increase administrative funding for CBC and need for
capacity building for CBC members; (e) There is need for policies on proper definition of orphans; and (f) the CBC should
access lists by other bursary providers to avoid double duplications in disbursement.

Good communication skill in the English language is a necessity for graduates in a second language learning environment to ensure that they can secure employment upon graduation. To be successful communicators, learners must be able to deal with their apprehension appropriately which can be difficult especially for learners with low self-esteem and those who fear that they are incompetent in the English language. This study explores the potential of emotional intelligence as a means to overcome communication apprehension among tertiary learners. The instruments used to measure these two variables are the Emotional Skills Profile (ESAP) by Nelson and Low (2011) and the Personal Report of Communication Apprehension (PRCA24) by McCroskey (1982). The results indicate a significant negative association between emotional intelligence and communication apprehension. The regression analysis shows that intrapersonal, self-management and personal leadership are important predictors in determining communication apprehension levels. Hence, it is vital for language educators to incorporate emotional intelligence within the language curriculum to enhance learners' confidence in using the second language.