234 The Professional Counselor | Volume 12, Issue 3 and work contexts (e.g., Jordan & Troth, 2004), Jordan and colleagues’ (2002) Workgroup Emotional Intelligence Profile (WEIP) facilitates a better understanding of how emotional intelligence manifests in teams. The WEIP centralizes emotional intelligence around the “understanding of emotional processes” (Jordan et al., 2002, p. 197). Using the WEIP, researchers revealed that higher emotional intelligence scores are positively related to job satisfaction, organizational citizenship (e.g., performing competently under pressure), organizational commitment, and school and work performance (Miao et al., 2017a, 2017b; Van Rooy & Viswesvaran, 2004). Conversely, higher scores of emotional intelligence were negatively associated with turnover intentions and counterproductive behavior (Miao et al., 2017a, 2017b). Emotional intelligence has also gained increased attention in the counseling literature. For example, Easton et al. (2008) found emotional intelligence as a significant predictor of counseling self-efficacy in the areas of attending to the counseling process and dealing with difficult client behavior. Following a two-phase investigation, Easton and colleagues demonstrated the stability of emotional intelligence during a 9-month timeframe in both groups of professional counselors and counselors-in-training; thus, the researchers argued that emotional intelligence may be an inherent characteristic associated with the career choice of counseling. In an earlier study with a sample with 108 school counselors, emotional intelligence was found to be significantly and uniquely related to school counselors’ multicultural counseling competence (Constantine & Gainor, 2001). More recently, school counselors’ emotional intelligence was found to be positively related to leadership self-efficacy and experience (Mullen et al., 2018). School Counseling Leadership Practice Leadership practice is a dynamic, interpersonal phenomenon within which school counselors engage in behaviors that mobilize support from educational partners to achieve programmatic and organizational objectives aimed at promoting student achievement and development (Hilts, Peters, et al., 2022). The focus on leadership practice entails an emphasis on the actual behavior of the individual, which scholars have contended is a byproduct of both individual and contextual factors in which these behaviors occur (Hilts, Liu, et al., 2022; Mischel & Shoda, 1998; Scarborough & Luke, 2008). For instance, school counselors’ support from other school partners (Dollarhide et al., 2008; Robinson et al., 2019) and previous leadership experience (Hilts, Liu, et al., 2022; Lowe et al., 2017) have been found to influence school counselors’ engagement in leadership. Hilts, Liu, and colleagues (2022) found that intra- and interpersonal factors significantly predicted school counselors’ engagement in leadership such as multicultural competence, leadership self-efficacy, and psychological empowerment. Across several models of leadership (e.g., Bolman & Deal, 1997; Kouzes & Posner, 1995), transformational leadership has been situated in the context of school counseling (Gibson et al., 2018). Transformational School Counseling Leadership Transformational leadership is described as behaviors aimed at encouraging others to enact leadership, challenge the status quo, and actively pursue learning and development to achieve higher performance (Bolman & Deal, 1997; Kouzes & Posner, 1995). Individuals employing transformational leadership foster a climate of trust and respect and inspire motivation among others by facilitating emotional attachments and commitment to others and the organization’s mission. More recently, Gibson et al. (2018) constructed and validated the School Counseling Transformational Leadership Inventory (SCTLI) in an effort to support school counselors in conceptualizing and informing their approach to leadership. The SCTLI (Gibson et al., 2018)—grounded in the ASCA National Model (ASCA, 2012) and the general transformational leadership literature (e.g., Avolio et al., 1991)—offers a framework to support engagement in leadership within a school context. For example, school counselors build partnerships with important decision-makers in the school and community and empower educational
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