Despite multiple efforts to reform 21st education to better meet the needs of all students, school improvement successes have been sporadic and debatable. Research suggests that significant improvement lies within the purview of teachers and principals, and this current research provided the underpinnings for the study. Based on neuroscience research and the continuous improvement concept, I examined linkages between principals' social intelligence and teachers' continuous improvement. Using a mixed method sequential explanatory research approach, the study consisted of four phases that employed both quantitative and qualitative measures. Massachusetts' principals (127) and teachers (331) were contacted by email to participate in the study. Participation unfolded in the following manner based on the four phases: (a) Phase One: 34 principals and 47 teachers, (b) Phase Two: 22 principals and 20 teachers, (c) Phase Three: 9 principals and 5 teachers, and (d) Phase Four: 4 principals and 41 teachers. The data analysis generated four categories of key findings: "Educational Leadership Behavior," "School Culture," "Principals' Body Language," and "Similar and Dissimilar Perceptions of Teachers and Principals." Overall, these findings demonstrated that both principals and teachers view social intelligence critical to educational leadership and teachers' improvement. Specific field recommendations were delineated for principals, superintendents, teachers, and higher education institutions. Future research recommendations suggested further study of social intelligence and possible linkages to (a) gender differences, and (b) motivation linked to personality traits to expand the leadership capacity of principals. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]