Date of Award
12-2018
Culminating Project Type
Dissertation
Degree Name
Educational Administration and Leadership, K-12: Ed.D.
Department
Educational Administration and Higher Education
College
School of Education
First Advisor
Kay Worner
Second Advisor
Roger Worner
Third Advisor
Carol Bertram
Fourth Advisor
Frances Kayona
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Keywords and Subject Headings
social emotional intelligence elementary school principals
Abstract
The study measured perceptions of select Minnesota elementary school teachers and principals regarding principals’ usage of social-emotional intelligence in six subscale constructs and examined differences between teacher and principal perceptions. The study also examined the relationship between reported principals’ usage of social-emotional intelligence and school performance in the areas of math, reading, and attendance.
Research questions were answered through analyses of data from two surveys including teachers’ perceptions and principals’ perceptions regarding the amount of principals’ usage of social-emotional intelligence in six social-emotional intelligence constructs: Self-awareness, Self-management, Social Awareness, Relationship Skills, Responsible Decision-making, and Overall Social-Emotional Influence.
Responses received showed that teacher respondents perceived Self-management as the construct used more often by their principals and that principal respondents perceived Responsible Decision-making as the construct they used more often. Responses showed that both teacher and principal respondents perceived principals’ usage of all six constructs positively, although principal respondents reported higher usage of all six constructs. Teacher respondents indicated a perception of higher principals’ usage of all six constructs in schools that met performance criteria.
Based on the results of the study, it is recommended that schools in Minnesota examine perceptions of both teachers and principals regarding principals’ usage of social-emotional intelligence to assure principals are using all constructs a majority of the time.
Recommended Citation
Stellmach, Tammy M. Dr, "The Usage of Social-Emotional Intelligence by Elementary Principals From the Perception of Teachers and Principals" (2018). Culminating Projects in Education Administration and Leadership. 48.
https://repository.stcloudstate.edu/edad_etds/48
