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ERIC Number: ED527511
Record Type: Non-Journal
Publication Date: 2008
Pages: 205
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1092-3893-8
The Relationship between Emotional Intelligence and Leadership on Organizational Excellence
Reyes-Dominguez, Pearl
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Kingsville
Research in the field of Emotional Intelligence (EI) has gained momentum in business and industry as well as in educational sectors. Many contributions from recent doctoral and graduate research studies have reported El skills as contributing factors in academic success, student retention, increased performance, and overall personal and professional career/life success (Chao, 2003; Hammett, 2007; Potter, 2006; Rice, 2006; Silva, 2007; Smith, 2004; Williams, 2004). According to Nelson and Low (2004), the presence of EI skills development in business and industry has proven critical to the economic vitality of organizational growth in terms of bottom line and increased productivity through improved service delivery and healthy balanced people. The current study examined the relationship between emotional intelligence and leadership on organizational excellence. The study attempted to identify underlying results that improved student success outcomes. The evaluation of the EI Professional Development Program was delivered in a strategic emotional learning system. The program was delivered to all students, faculty and staff through workshops and specialized training. The study was conducted through a mixed methods design, utilizing both quantitative and qualitative data collection. The Emotional Skills Assessment Process (ESAP) is a 213 item instrument yielding scores on ten EI skills structured around four dimensions and three problematic score indicators (Nelson & Low, 1998). Qualitative and quantitative data were examined to determine the EI skill area scores across five academic program areas: business, medical, networking, electronics, and aviation. Student success rates and employee morale were improved, further, the EI-centric processional development program helped identify benchmarks for continuous programs and organizational improvements. Pre-and post-intervention academic statistics were assessed utilizing Hallmark College's CLASS reporting system. The findings of the study may improve educational instruction and service delivery. [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:
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A