The relationship between the emotional intelligence of secondary public school principals and school performance
| dc.contributor.author | Ashworth, Stephanie R. | |
| dc.date.accessioned | 2014-02-24T22:00:13Z | |
| dc.date.available | 2014-02-24T22:00:13Z | |
| dc.date.issued | 2/24/2014 | |
| dc.description | A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership. | en_US |
| dc.description.abstract | The study examined the relationship between secondary public school principals' emotional intelligence and school performance. The correlational study employed an explanatory sequential mixed methods model. The non-probability sample consisted of 105 secondary public school principals in Texas. The emotional intelligence characteristics of the principals were documented. Analysis of the quantitative data showed that the relationship between principals' emotional intelligence and school performance was not statistically significant. Analysis of the qualitative data resulted in two themes, namely, 1) strong interpersonal and intrapersonal skills and 2) positive leadership. The principals believed that raising school performance happens over time and that key factors related to affecting school performance include building relationships, motivation, inspiration, organizational skills, emotions (knowing one's own emotions and the emotions of others), and communication skills. The results showed that a principal's awareness of his/her emotions as well as other's emotions and how to deal with them are vital to relationship building and positive leadership. The quantitative and qualitative results were synthesized and discussed. The practical implications of the study are to develop, strengthen, and enhance a principal's emotional intelligence skills in order to become a more effective administrator. The skills can begin to be taught and developed to aspiring principals enrolled in a Master's degree program. Emotional intelligence skills can also be developed, strengthened, and enhanced through professional development opportunities like continuing education classes, staff development, and workshops. | en_US |
| dc.description.college | College of Education and Human Development | en_US |
| dc.description.department | Educational Leadership, Curriculum & Instruction | en_US |
| dc.identifier.uri | http://hdl.handle.net/1969.6/505 | |
| dc.language.iso | en_US | en_US |
| dc.rights | This material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher. | en_US |
| dc.subject | accountability | en_US |
| dc.subject | administrators | en_US |
| dc.subject | emotional intelligence | en_US |
| dc.subject | principals | en_US |
| dc.subject | public school | en_US |
| dc.subject | school performance | en_US |
| dc.title | The relationship between the emotional intelligence of secondary public school principals and school performance | en_US |
| dc.type | Text | en_US |
| dc.type.genre | Dissertation | en_US |
| thesis.degree.discipline | Educational Leadership | en_US |
| thesis.degree.grantor | Texas A & M University--Corpus Christi | en_US |
| thesis.degree.level | Doctoral | en_US |
| thesis.degree.name | Doctor of Education | en_US |