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

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.

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