Plato argued philosophers should be kings, based on the idea that ruling was best done by those with knowledge. While having a philosophy professor running the show might not be the best idea, it makes sense to think intelligence is an important trait for good leaders. After all, good leadership requires making good decisions and intelligence can help here.
As might be expected, there is evidence for this view: there is a strong correlation between perceived leadership effectiveness and intelligence. Interestingly, there is positive correlation up until the leader’s IQ is 120. Above that and the leader is perceived as less effective. There are, of course, questions about IQ as a measure of intelligence, but let us set that aside for this discussion.
It is tempting to embrace the stereotype of the bumbling and ineffective intellectual and think that these higher IQ leaders are bad at leading because of their intelligence. To use a fictional example, consider the Star Trek episode “The Galileo 7.” In this episode, Spock and several crewmembers from the Enterprise crash on a planet and are beset by hostile natives. In the course of the episode, Spock uses his logic and intelligence to make decisions—but fails as a leader until he takes a desperate gamble to save everyone. The same, one might argue, can happen in the real world: a leader whose intelligence leads them astray when they try to lead. To use a real-world example, Jimmy Carter was often characterized in this manner. He was an intelligent (and compassionate) person, but many claimed he was a poor leader because he overthought things.
While this explanation has some appeal, especially in a political and social climate that is savagely anti-intellectual and anti-expert, it does not hold up to scrutiny. While there are intelligent leaders who are bad at leading, high IQ leaders are generally perceived as performing worse than their actual performance. As such, the problem is more one of perception of leadership than leadership.
It could be objected that this perception problem is a problem of leadership because a good leader would ensure that their leadership was properly perceived. On the one hand, this objection does have appeal because a key part of leadership is getting people to follow and shaping perceptions is important. On the other hand, it could be argued that the fault lies in the followers and the responsibility of learning how to perceive reality accurately lies with them.
In many ways, this challenge is like that faced by educators. A very intelligent teacher presenting difficult material to students who do not understand might be perceived as a bad teacher because of the students’ own ignorance. In contrast, a less intelligent teacher presenting simple material might be seen as a very good teacher (especially if the students get good grades). In the education scenario, one could blame the students as they should put in more effort to understand and in doing so would realize that the teacher knows their stuff. Of course, one could also blame the teacher: their job is not to show off their intelligence before uncaring students, but to teach them. As such, a good teacher must develop the skills needed to win the attention of students and the ability to guide them from ignorance to knowledge. In the history of education, the pendulum of perceived responsibility tends to swing between these two points depending on the dominant educational theory (and politics) of the day.
One approach is to take the middle-ground and argue that both intelligent leaders and their followers need to improve. That is, the followers should learn to assess leadership better and the high IQ leaders need to develop ways to connect to their followers and present themselves in a way that is not perceived as ineffective. This might, perhaps, involve dumbing things down. Or, more charitably, improving their explanations.
Another approach is to put more of a burden on leaders or on the followers, which harkens back to the education analogy—the tendency is towards the extremes rather than the middle ground. This leads to interesting questions about the responsibilities of leaders and followers. Since the leader is in the position of authority and more should be expected of them, the leader is responsible for ensuring that the followers perceive their leadership effectiveness accurately. But, going back to the teaching analogy, it is unfair to put all the burden on a teacher for making students learn and likewise for leaders. As such, the middle-ground approach is perhaps the fairest: high IQ leaders, like high IQ teachers, need to ensure that they are understood. But, followers, like students, must also assume responsibility to try to understand.