The Professional Counselor | Volume 12, Issue 3 241 Table 2 Regression Results for Mediated Effect by Leadership Practice Model Coefficient S.E. CI (Lower) CI (Upper) Total Effect Model Intercept 19.14 2.29 14.65 23.62 EI→CSCP (c) 0.24** 0.02 0.20 0.29 R2 (Y,X)a 0.12** The Mediation Model Intercept 19.81 2.80 14.31 25.30 EI→TL (a) 0.38** 0.03 0.32 0.43 TL→CSCP (b) 0.40** 0.03 0.35 0.45 EI→CSCP (c’) 0.09** 0.02 0.05 0.14 Indirect Effect (ab) 0.15** 0.02 0.12 0.18 R2 (M,X)b 0.17** R2 (Y,MX)c 0.33** Note. N = 792. EI = emotional intelligence; TL = transformational leadership; CSCP = comprehensive school counseling program; CI = 95% Confidence Interval. The 95% CI for ab is obtained by the bias-corrected bootstrap with 5,000 resamples. aR2 (Y,X) is the proportion of variance in CSCP implementation explained by EI. bR2 (M,X) is the proportion of variance in TL explained by EI. cR2 (Y,MX) is the proportion of variance in CSCP implementation explained by EI and TL. **p < .001. Discussion In this national sample of 792 practicing school counselors, we examined whether school counselors’ emotional intelligence predicts their CSCP implementation. We also investigated whether engagement in transformational leadership practice mediated the relationship between school counselors’ emotional intelligence and CSCP implementation. First, we found that school counselors who reported higher scores of emotional intelligence were also more likely to score higher in CSCP implementation. Given that designing and implementing a CSCP requires school counselors to engage in a culturally responsive and collaborative effort (ASCA, 2017), our result that suggested emotional intelligence is positively correlated with CSCP implementation is not entirely unpredicted. This result was consistent with previous evidence supporting the positive correlation between emotional intelligence and work performance (Miao et al., 2017a, 2017b; Van Rooy & Viswesvaran, 2004). The result also illustrated the predictive role of school counselors’ emotional intelligence on their CSCP implementation, beyond its significant association with counseling competencies (Constantine & Gainor, 2001; Easton et al., 2008). Secondly, school counselors’ emotional intelligence was found to be positively associated with their engagement in transformational leadership. This result aligned with previous evidence that school counselors’ emotional intelligence is linked to leadership outcomes demonstrated through the workforce literature (Barbuto et al., 2014; Harms & Credé, 2010; Kim & Kim, 2017). Similarly, the result
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