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ERIC Number: ED516054
Record Type: Non-Journal
Publication Date: 2009
Pages: 177
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1096-4998-7
ISSN: N/A
The Relationships between Emotional Intelligence and the Effectiveness of School Leaders
Flores, Juan P.
ProQuest LLC, Ph.D. Dissertation, Gonzaga University
The results of the assessment of the emotional intelligence of public school principals, the results of a school quality survey, and students' standardized reading and mathematics test scores from public elementary, middle, and high schools in Hawaii provided the data for determining if there is a relationship between the emotional intelligence of school principals and the effectiveness of those principals. First, correlational analyses determined that there was little or no relationship between the emotional intelligence assessment data of school principals and the data from the school quality surveys of the principals' respective schools. Secondly, the analyses also showed little or no relationship between the emotional intelligence data and the reading and mathematics scores of the students from the principals' schools. Third, conclusions from the analyses of the emotional intelligence assessment data and the demographic information of the school principals indicated little or no relationship between the data. Finally, no predictions regarding the effectiveness of the participating principals could be made from the emotional intelligence assessment data. The data and the analysis of the data for this dissertation may not have led to definitive conclusions about the relationships between emotional intelligence and the effectiveness of school principals. The review of the literature and the methodology for conducting the study, however, did establish a framework for using the standards for school leadership, an assessment of emotional intelligence, and a survey of school quality to draw conclusions about the effectiveness of school principals. The inconclusive nature of the results of the study pointed to concerns about the number of participants in the study, the value of using the School Quality Survey data in demonstrating the effectiveness of the school principals, and the limitations on the availability of demographic data of the participating principals. The recognition of these concerns and an understanding of the process for addressing these concerns in future research are indicators of critical lessons learned in conducting and reporting this study. [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.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A