INTEGRATION OF LEADERSHIP MANAGEMENT, EMOTIONAL INTELLIGENCE, AND EMOTIONAL INQUIRY IN COMPETENCY-BASED TRAINING


Authors

(1) * Muhammad Rasyid Ridho   (Darul Falah College of Islamic Studies, Mataram, NTB, Indonesia)  
        Indonesia
(*) Corresponding Author

Abstract


The effectiveness of leadership in the digital and disruptive era is determined not only by intellectual and technical competencies but also by emotional intelligence and reflective capacity. However, competency-based training (CBT) in Indonesia, particularly within the framework of the National Professional Certification Agency (BNSP), still tends to emphasize cognitive and technical dimensions, leaving affective and socio-emotional aspects underdeveloped. This study aims to examine and develop a conceptual integration model of leadership management, emotional intelligence (EI), and the Emotional Inquiry learning model in the context of competency-based training and leadership competency certification. This research employed a literature-based study approach using Systematic Literature Review (SLR) principles. Data sources comprised 78 articles from Scopus-indexed international journals (2020-2026) and Sinta-accredited national journals, as well as seminal books, analyzed through qualitative content analysis and thematic synthesis. The results indicate that effective leadership management requires high emotional intelligence encompassing self-awareness, self-regulation, motivation, empathy, and social skills, which significantly influence interpersonal relationships, strategic decision-making, and organizational performance. Furthermore, competency-based training that adopts the Emotional Inquiry model, rooted in humanistic and constructivist theories, strengthens reflective and affective dimensions through four stages: emotional awareness, reflection on emotional experiences, exploration through empathic dialogue, and implementation of empathic action. The study develops an Integrative Model of Emotional Competency-Based Leadership comprising four pillars: leadership management as implementation platform, emotional intelligence as personality foundation, competency-based training as development pathway, and Emotional Inquiry as pedagogical approach. The implications point to the need for curriculum redesign balancing cognitive-affective competencies, instructor capacity building as reflective facilitators, and integration of emotional intelligence indicators into BNSP competency assessment instruments.

Keywords

Leadership Management, Emotional Intelligence, Emotional Inquiry, Competency-Based Training



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Copyright (c) 2026 Muhammad Rasyid Ridho

Talenta: Educational Resource Management
Published by Lembaga Penerbitan, Penelitian, dan Pengabdian kepada Masyarakat (LP3M) of Nurul Jadid University, Probolinggo, East Java, Indonesia.