European Journal of Physical Education and Sport Science
ISSN: 2501 - 1235
ISSN-L: 2501 - 1235
Available on-line at: www.oapub.org/edu
10.6084/m9.figshare.3382777
Volume 1│Issue 2│2016
THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND
COACHING EMOTIONAL INTELLIGENCE FOR SELECTED TEAM
SPORTS IN UNIVERSITIES OF SANANDAJ
Shahoo Zamani Dadaneh1*, Bisotoon Azizi2, Parivash Hosseini3
MA Sport Psychology, Karaj Branch, Islamic Azad University, Karaj, Iran
1
Department of Physical Education, Piranshahr Branch, Islamic Azad University, Piranshahr, Iran
2
MA Sport Management, Central Sanandaj Branch, Islamic Azad University, Sanandaj, Iran
3
Abstract:
The aim of this study was to investigate the relationship between leadership style (LS)
and emotional intelligence (EI) of coaches in selected team sports in universities of
Sanandaj (Iran). An applied-correlational descriptive-survey method was used.
Statistical population included all male and female coaches in sports chosen from
volleyball and handball in universities of Sanandaj during the 2014-2015 academic year
(n=58). Whole subjects were selected as the sample. Two questionnaires of Emotional
Intelligence (Syber Yashring), and leadership style (L.S.S) were used to collect data.
Research reliability was determined with Cronbach's alpha test for intelligence
emotional α= .
and leadership style α= .
questionnaires. Data analysis was
carried out through Kolmogorov–Smirnov test in order to determine normal
distribution for data. Moreover, person’s correlation coefficient test was applied to
measure research hypothesis. Result of Pearson's test showed that there was relatively
positive relationship between leadership style of "positive feedback" and coaching
emotional intelligence in selected team sports (r=0.275, p=0.036). However, there was no
significant relationship between other leadership styles and emotional intelligence (p>
0.05). Due to significant relationship between some factors of emotional intelligence and
leadership styles, it is recommended to consider emotional intelligence competencies to
select team coaches, in addition to alternative coaching skills. Also, training courses
before holding sports events may be established to enhance emotional intelligence of
coaches, as the emotional intelligence abilities can be educated.
Keywords: emotional intelligence, leadership styles, coaching
Copyright © The Author(s). All Rights Reserved
Published by Open Access Publishing Group ©2015.
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
1.
Introduction
Like any social areas, the survival of sports needs to seek for its development and to
expand and strengthen its dimensions. As much as societies have stepped towards
participation in sports, the role of coaches becomes more apparent (Eskandarluf, 2010).
One of the most important aspects of coaching is to determine leadership styles. This
aspect determines that: how coaches decide? Which skills and strategies are taught?
How such skills are taught? How practice and championship programs are organized?
And more importantly, which role he/she make for athletes in decision-making process?
In some cases, it is necessary coaches be able to combine and adopt two roles or more.
Coaches, for example, should be able to offer roles of teacher, management, etc.
simultaneously when needed (Jabbari, 2000). As a leader, coach has to create the most
powerful motivations in their athletes by selecting best leadership style, and therefore
result in improved athletic performance and achievements on sport fields (Moradi,
2006). Coaches have a chance to develop self-control in learners' life by teaching
teamwork and cooperative skills; it means how they must show respect for the rights of
others, while responding their behaviors (Lumpkin, 2008).
For the purpose of this study, the focus is on the leadership scale developed by
Chelladurai and Saleh, and coaching leadership styles will be discussed under five
common leadership styles; namely, training and instruction, social support, democratic,
autocratic, and positive feedback. The authors surrounded three common processes of
the leadership scale for sports:
1. identifying preferences of leadership (coaching) behavior from athletes'
viewpoints;
2. assessing perceived leadership (coaching) behavior from athletes' viewpoints;
and
3. Evaluating perceived leadership (coaching) behavior from coaches' viewpoints
(Chelladurai and Saleh, 1978).
In recent years, on the other hand, the concept of Emotional Intelligence has been
increasingly studied in the literature as the structure associated with different human
behaviors within different situations (Chan, 2004). Martinez defines the emotional
intelligence as the array consisting of skills, capabilities, and non-cognitive merits
affecting on individual coping ability with environmental demands and pressures
(Rainer, 1994).
However, research has shown evidences that EI is correlated with health,
happiness, life effectiveness, and performance desirability in workplaces (Tischler et al.,
2002).
European Journal of Physical Education and Sport Science - Volume 1 │ Issue 2 │ 2016
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
Among theorists on emotional intelligence, Goleman (1995) describes EI in five clusters:
self-awareness, self-regulation, self-motivation, empathy, and social skills (Golman,
1995).
Furthermore, among the subjects investigated by leadership studies is leaders'
emotional intelligence, since the appropriate application of emotions in human
relationships, understanding
self's and others' moods, self-control, sympathy with
others, and the ability to use emotions positively for thinking and understanding are
the notions of EI which greatly affect behaviors of leaders with subordinates. Regarding
the definitions of EI different subscales for a wide range of professionals, tasks, and
responsibilities like management, the role of EI seems undeniable and significant due to
the importance of interaction and transaction involving different individuals from
different personality and emotional characteristics (Moradi, 2006). The effectiveness of
great leaders is associated with their strong insights and ideas or their strategies;
however, the most important is that great leaders act with the use of emotions (Golman
et al., 2002). Since EI, unlike intellectual intelligence, can be changes and learned
(Ansariet al., 2010), the relationship between leadership style and EI can help managers
enhance their effectiveness, encourage athletes to make efforts and improve the quality
of skills, and play their role in leadership desirably by using scientific findings and new
managerial approaches.
On the assessment of relationship between leadership styles and EI among
organizational managers, many research studies transformational and transactional
leadership styles, while the framework developed by Chelladurai and Saleh has been of
great importance for sports coaches.
Some findings of similar studies are summarized at below.
Tsai, Tsai and Wang (2011) found that EI has positive effect on leadership styles
(t= 5.383, p< 0.05), and that people with higher emotional intelligence adopt
transformational leadership style (Tsai et al., 2011). However, Weinberger (2010)
observed no relationship between emotional intelligence and leadership styles among
managers (Weinberger, 2010).
Investigating 146 managers, Burbach (2004) applied regression analysis and
received a significant common variance between participative leadership style and EI.
The author concluded that there is positive relationship between participative and
transactional styles and EI (Burbach, 2004).
By a qualitative investigation on intercollegiate teachers, Miller (2003) found that
all EI factors can enhance perceptions of coaches from humanitarian leadership (Miller,
2003). Further, Mandel and Pherwani (2003) obtained a predictability relationship
between EI and LS and concluded that emotional intelligence can be a predictor of
European Journal of Physical Education and Sport Science - Volume 1 │ Issue 2 │ 2016
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
leadership styles. As the findings indicated, there is a positive significant relationship
between participative leadership style and EI (p< 0.05) (Mandell and Pherwani, 2003).
Studying the relationship between EI and LS, Palmer (2003) claimed that
managers with participative and transactional leadership styles show higher emotional
intelligence than those with autocratic and executive leadership styles (Palmer et al.,
2003a).
Farhangi et al. (2009) showed that there is a positive relationship between EI and
transformational leadership style, and that this style can be affected by EI and all its
subscales.
In his research named "The relationship between emotional intelligence, leadership
style and management efficiency", Bani Hasemian (2006) concluded that managers with
higher emotional intelligence have a tendency to use participative leadership styles,
compared to those with lower emotional intelligence.
In the research named "Relationship between emotional intelligence and leadership
styles in managers of state universities of physical education and sport sciences from Sanandaj
(Iran)", Abdullahi (2009) obtained no significant relationship between EI and leadership
style (transformational, transactional).
In their study titled "Relationship between emotional intelligence and
transformative leadership style", Yaghubi et al. (2009) provided evidences that there is
no significant relationship between two variables of EI and LS. Also, there is no
significant relationship between variables of EI and non-interventional leadership style.
As seen, contradictory findings have been provided on the relationship between
emotional intelligence and leadership style. Because of the significance of EI and
appropriate leadership styles of sports coaches, and since universities play a great role
in nourishing creative human resource; in sports areas, faculties of physical education
and sport sciences are regarded as the top and dominant authority to train specialized
forces at sports and to develop and promote sports courses. In this line, academic
teachers and coaches creates the most important foundation to get success.
Undoubtedly, coaches should have unique capabilities; hence, their position and
participation in sport events are of great importance. Therefore, it is necessary to
evaluate the relationship between emotional intelligence and leadership style at this
group, so that findings of research and scientific techniques can be used to improve
efficiency and effectiveness of coaches and athletes, and as well as to achieve great
success in university sports. Many questions may be raised about understanding
leadership style of coaches and its relationship with EI, including what is the status of
coaches of team sports in universities of Sanandaj in relation to EI? Is there any
relationship between emotional intelligence and leadership styles of the coaches? To
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
answer the questions, the current study will investigate "the relationship between
emotional intelligence and leadership style among volleyball and handball coaches of
universities of Sanandaj".
Methods
An applied-correlation descriptive-survey research method is used. The statistical
population composes of all male and female coaches in sports chosen from volleyball
and handball from faculties of physical education and sport sciences of universities of
Sanandaj during the 2014-2015 academic year (n=58). Since a limited number of coaches
were available, whole subjects are selected as the research sample.
Universities of Sanandaj include University of Kurdistan, Sanandaj branch from
Payame Noor University and Sanandaj branch from Islamic Azad University that where
courses on sport sciences are offered.
Given the nature of the present study, the leadership scale for sports (LSS)
questionnaire with 40 questions and Syber Yashring's emotional intelligence
questionnaire with 33 questions are used to collect data. Two latter questionnaires are
rated on a five-point Likert scale. Research reliability is determined by using the
Cronbach's Alpha test, and its values are calculated for the emotional intelligence α
= .
and leadership scale for sports LSS α = .
questionnaires.
Results
As seen from Table 1, the numbers of male and female coaches were 63.79%, and
36.20%, respectively.
Table 1: Frequency Distribution and Percentage by Gender
Frequency
Percent
Female
21
36.21%
Male
37
63.79%
Total
58
100%
Based on sports, the highest percentage of the sample was involved with coaches in
volleyball (58.71%), whereas the lowest value was designated to handball (41.29%).
European Journal of Physical Education and Sport Science - Volume 1 │ Issue 2 │ 2016
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
Table 2: Frequency Distribution and Percentage by Sports
Frequency
Percent
Volleyball
34
58.71 %
Handball
24
41.29%
Total
58
100%
Table 3 shows the descriptive indices for the subscales of EI. The highest and lowest
mean scores were achieved by the subscales of "Social skills" (m= 4.01, SD= 0.44) and
"Self-regulation" (m= 2.52, SD= 0.64), respectively.
Table 3: Descriptive Indices for Subscales of Emotional Intelligence
Min.
Max.
SD
Mean
Self-awareness
2
4.00
0.37524
2.82
Self-motivation
2.57
4.29
0.43903
3.2069
Empathy
2.00
4.00
0.45898
2.8621
Social skills
3.20
4.80
0.44305
4.0138
Self-regulation
1.43
4.57
0.64457
2.5271
For the subscales of leadership scale for sports (LSS) among coaches in universities of
Sanandaj , two subscales of "Training & Instruction" and "Social Support" have the
highest (n= 27, 46.6%) and lowest (n=2, 3.4%) frequency scores in the measurement.
Table 4: Descriptive Indices for Subscales of Leadership Styles
Min.
Max.
SD
Mean
Freq.
Percent
Training and Instruction
3.08
4.69
0.35
3.77
27
46.6%
Democratic
2.56
4.78
0.58
3.64
9
15.5%
Autocratic
1.40
4.80
0.78
3.08
12
20.7%
Social Support
2.62
4.38
0.48
3.53
2
3.4%
Positive Feedback
2.80
5
0.47
3.73
8
13.8%
Before the research hypotheses tested, a Kolmogorov–Smirnov test was carried out in
order to determine whether data is normally distributed. The test indicates that data of
all variables follows a normal distribution.
According to Table 5, the Pearson correlation test supports the Null Hypothesis
#1 and reveals a significant relationship between the leadership style of "training and
instruction" and emotional intelligence among coaches of chosen team sports selected
from universities of Sanandaj (r=0.185, p= 0.164). There is, however, a significant
relationship between the leadership style of "training and instruction" and two
European Journal of Physical Education and Sport Science - Volume 1 │ Issue 2 │ 2016
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
components of "self-motivation" (r=0.317, p= 0.015) and "self-regulation" (r=0.547, p=
0.001).
Furthermore, the Pearson correlation test supports the Null Hypothesis #2 and
indicates that there is no significant relationship between the "democratic" leadership
style and emotional intelligence among coaches in chosen team sports from universities
of Sanandaj (r=0.170, p= 0.201). A significant relationship exists between the
"democratic" style and the subscale of "self-motivation" (r=0.443, p= 0.001) and "selfregulation" (r=0.459, p= 0.001). The Pearson correlation test supports the Null
Hypothesis #3 and reveals no significant relationship between the "autocratic"
leadership style and emotional intelligence of coaches in chosen team sports from
universities of Sanandaj (r=0.193, p= 0.146). The leadership style of "autocratic" is only
correlated with the subscale of "self-awareness" (r=0.353, p= 00.007).
Supporting the Null Hypothesis #4, the test indicates that there is no significant
relationship between the leadership style of "social support" and coaching emotional
intelligence in chosen team sports from universities of Sanandaj (r=0.314, p= 0.016);
however, this style shows a significant relationship with two subscales of "selfawareness" (r=0.314, p= 0.016) and "self-regulation" (r=0.802, p= 0.001). The Pearson
correlation test denies the Null Hypothesis #5 and provides a significant relationship
between the leadership style of "positive feedback" and emotional intelligence of
coaches in chosen team sports from universities of Sanandaj (r=0.275, p= 0.036). About
the components of EI, the results show significant relationships between the "positive
feedback" style and the subscales of "self-awareness" (r=0.417, p= 0.001), "selfmotivation" (r=0.296, p= 0.024), "empathy" (r=0.300, p= 0.022), and "self-regulation"
(r=0.452, p= 0.001). On this style, non-significant relationship only is observed with the
"social skills" (r=0.153, p= 0.253).
Table 5: Pearson Correlation Test for Relationships between Leadership Styles and EI Subscales
of Coaches of Team Sports
Self-
Self-
awareness motivation
Pearson
Positive
Cor.
Feedback
Two-tailed
Sig. level
Pearson
Social
Cor.
Support
Two-tailed
Sig. level
Empathy
Self-
Social
regulation
Skills
EI
0.417
0.296
0.300
0.452
0.153
0.275
0.001
0.024
0.022
0.001
0.253
0.036
0.314
0.080
0.074
0.802
-0.011
0.062
0.014
0.549
0.579
0.001
0.933
0.641
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
Pearson
Autocratic
Cor.
Two-tailed
Sig. level
Pearson
Democratic
Cor.
Two-tailed
Sig. level
Pearson
Training &
Cor.
Instruction
Two-tailed
Sig. level
0.353
0.188
-0.035
0.010
0.052
0.193
0.007
0.157
0.749
0.940
0.701
0.146
0.140
0.443
0.095
0.459
0.051
0.170
0.295
0.001
0.477
0.001
0.706
0.201
0.218
0.317
0.189
0.547
0.119
0.185
0.100
0.015
0.156
0.001
0.372
0.164
Discussion and Conclusion
All coaches and managers adopt certain management or coaching philosophy to
perform their duties; and based on such philosophy, they apply different behavioral
approaches. As a leader and motivator, the coach has to create effective and secure
methods to improve athletes. The most important feature affecting athletes' motivation
and their perception of coaching behaviors is the leadership style coaches exercise
(Shahlayi Bagheri, 2004).
The purpose of current paper was to evaluate the relationship between
emotional intelligence and leadership styles among coaches of selected team sports
from universities of Sanandaj. The results were as follows:
Assessing the relationship between leadership styles and EI subscales, the
Pearson correlation test showed that there is a moderate positive relationship between
leadership style of "positive feedback" and emotional intelligence of coaches in chosen
team sports from universities of Sanandaj. No significant relationship is observed
between remaining leadership styles and EI.
In the research, the leadership style of "training and instruction" provided the
highest scores in mean and frequency. The style emphasizes on understanding athletes'
strengths and weaknesses and improving their skills; therefore, coaching focus is on
performance through this leadership scale.
Shabani Bahar et al. (2011) and Shahlayi Bagheri (2004) claimed that coaches and
managers often have a tendency to a human-oriented style, and that there is a positive
significant relationship between human-oriented style and EI. In contrast, the findings
of Jabbari (2000) indicate that team coaches have a tendency to task-oriented styles. By a
human-oriented style, leaders care about individuals, their wants and needs, and try to
European Journal of Physical Education and Sport Science - Volume 1 │ Issue 2 │ 2016
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
achieve the goals through establishing appropriate friendly relationships with
subordinates. It seems that the leadership style of "positive feedback" is more consistent
with such style, since the "positive feedback , style considers spiritual needs of
individuals by motivating their performance and this encourages athletes to make hard
efforts. Therefore, it can be concluded that Shahlayi Bagheri (2004) yields equivalent
results, but the findings of Jabbari (2000) are inconsistent with the current results. The
sample Jabbari selected includes coaches in national first and second football clubs
(Azadegan Cup), and such inconsistency may be justified that coaches in Jabbari's
sample performed at the championship level. However, academic coaches' performance
is mostly intended to train coaches, and furthermore, both male and female coaches
were investigated in the present study. On the assessment of transformational and
transactional leadership styles among team sports coaches, Kivanlu, Kushan, and
Ahmadi (2011) concluded that team coaches have a tendency to transformational
leadership style, and that there is no significant relationship between EI and
transactional style. The same results were provided by Farhangi et al. (2009), Tsai et al.
(2011), and Yaghubi (2009) in a management population.
With the transactional style, rewards and punishments are contingent upon the
performance of people. However, transformational leaders offer insight into followers
in order to meet objectives, emphasizing morality and spirituality. If material rewards
are granted for accurate performance to athletes, the result would be inconsistent with
Shabani Bahar et al. (2011). In contract, when the coach only encourages and strengthen
athletes spiritually, the result will be consistent with these authors. Since university
coaches usually appreciate athletes verbally with no material rewards, the findings of
the study are consistent with those of Kivanlu, Kushan, and Ahmadi (2011), Farhangi et
al. (2009), Tsai et al. (2011), and Yaghubi (2009).
In the research, the presence of insignificant relationship between other
leadership styles and EI among coaches of chosen team sports is likely associated with
the variables used for measuring leadership styles. The LSS questionnaire was used to
measure leadership styles; however, many studies above mentioned adopted Luthans'
(1985) leadership style questionnaire with different scales for human- and task-oriented
styles. Participative and transactional styles are among other leadership scales
investigated on some studies dealing with EI. Burbach (2004) obtained a positive
relationship between these two styles and EI. Also, Bani Hashemian (2006) stated that
managers with higher EI tend to participative leadership style, compared to ones with
lower EI. The same conclusion was provided foe these styles by Mandell and Pherwani
(2003) and Palmer (2003). A review on most research reveals that managers and coaches
with higher emotional intelligence tend to use human-centered leadership styles such
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Shahoo Zamani Dadaneh, Bisotoon Azizi, Parivash Hosseini THE RELATIONSHIP BETWEEN LEADERSHIP STYLE AND COACHING EMOTIONAL INTELLIGENCE FOR
SELECTED TEAM SPORTS IN UNIVERSITIES OF SANANDAJ
as participative, transactional, democratic, human-oriented, and transformational.
Given the significant relationship between some subscales of emotional intelligence and
leadership styles, it is recommended to consider emotional intelligence skills
accompanying with other competences in order to select coaches in team sports. Since
this form of intelligence can be intentionally learned, improving the emotional
intelligence among coaches requires holding teaching courses, particularly before precourses of sport competences. Moreover, the contradiction of the present findings with
some studies demonstrates a need for further research in this field.
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