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Exploring The Impact Of Transformational Leadership And The Triad Of Intelligences On Primary Education For Children Aged 9-11

Author

Listed:
  • Corina VEDEANU
  • Ion STEGÄ‚ROIU

Abstract

This study explores the impact of transformational leadership and the Triad of Intelligences (emotional, social, and metaphorical) on primary education for students aged 9 to 11. The theoretical model integrates Daniel Goleman’s framework of emotional intelligence (EI), Matthew D. Lieberman’s perspective on social intelligence (SI), but also George Lakoff’s theory of metaphors and Gareth Morgan’s view of metaphors as cognitive and cultural tools that form metaphorical intelligence (MI). Grounded in learning theories (Lev Vygotsky, Albert Bandura, and Urie Bronfenbrenner), the research explores how teachers’ use of transformational leadership (TL) can foster students’ emotional security, social engagement, and metaphorical understanding to promote learning. A quantitative correlational methodology was employed, consisting of structured questionnaires, both for students and for primary teachers. A total of 77 students and 5 teachers completed the questionnaires, and the findings aim to support the main hypothesis that transformational leadership based on the Triad of Intelligences (EI, SI, and MI) can enhance emotional, relational, and symbolic dimensions of learning in primary education.

Suggested Citation

  • Corina VEDEANU & Ion STEGÄ‚ROIU, 2025. "Exploring The Impact Of Transformational Leadership And The Triad Of Intelligences On Primary Education For Children Aged 9-11," Proceedings of the INTERNATIONAL MANAGEMENT CONFERENCE, Faculty of Management, Academy of Economic Studies, Bucharest, Romania, vol. 19(1), pages 182-196, October.
    • Handle: RePEc:rom:mancon:v:19:y:2025:i:1:p:182-196
    DOI: 10.24818/IMC/2025/02.08
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    References listed on IDEAS

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    1. Karim Shabani & Mohamad Khatib & Saman Ebadi, 2010. "Vygotsky's Zone of Proximal Development: Instructional Implications and Teachers' Professional Development," English Language Teaching, Canadian Center of Science and Education, vol. 3(4), pages 237-237, December.
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