Leadership and Emotional Intelligence

Interpretations
Conceptual framework and theoretical underpinnings. The study’s
conceptual framework concentrated on the constructs of learning/adult learning and
leadership/leader development, within the context of the Federal government.
Subordinate to the learning/adult learning construct were two adult learning theories:
experiential learning and situated learning. It was through these theoretical lenses that
the experiences and contexts of participants developing their EI were viewed. Leader
development complemented these adult learning theories, and helped shape the interview
protocol found at Appendix A.
This study was based on a constructivist epistemological perspective.
Constructivism is “where the interactive power of action and learning is realized through
mental framing and its relevance to a particular context” (Yeo & Gold, 2012, p. 512).
Constructivist approaches to emotion in learning challenge the paradigm of reason and
scientific-based approaches to learning (Dirkx, 2008). These constructivist approaches
are realized in learning oriented towards the participant, environment, and action (Dirkx,
2008; Merriam et al., 2007). As such, this study promoted congruence between
epistemology, theoretical perspective, and methodology (Crotty, 1998).
Research approach and study significance. This qualitative, phenomenological
research study sought to understand the essential experiences of Federal government
leaders in developing their EI. As noted by Cresswell (2007), a degree of subjectivity is
inherent with any qualitative, interpretivist study. To mitigate subjectivity and researcher
bias, the technique of epoche (or bracketing) was used. “The challenge of the epoche is
to be transparent to ourselves, to allow whatever is before us in consciousness to disclose