Date of Award
Fall 12-2018
Degree Type
Dissertation
Degree Name
Ph.D.
Degree Program
Educational Administration
Department
Educational Administration
Major Professor
Beabout, Brian
Second Advisor
Broadhurst, Chris
Third Advisor
Bonis, Marc
Fourth Advisor
Jeffers, Elizabeth
Abstract
Although the benefits of school leader emotional intelligence are well-known, leadership preparation programs lack training in emotional intelligence, thus calling for reform (Darling-Hammond, LaPointe, Meyerson, Orr, & Cohen, 2007; Johnson, Aiken, & Steggerada, 2005; Guerra & Pazet, 2016; Mills, 2009; Wallace, 2010). Emotional intelligence competencies, such as empathy, self-awareness and motivation, are closely aligned with components of transformational leadership theory, including idealized influence, individualized consideration, and inspirational motivation (Kumar, 2014). Highlighting these connections can provide guidance in identifying significant components of emotional intelligence. This study examined teachers’ perceptions of school leaders’ emotional intelligence in order to identify critical components of emotional intelligence. This research utilized a qualitative phenomenological approach to address the research problem, and questions. A purposeful sampling technique was used to recruit teachers employed in public school districts in Louisiana. Consistent with phenomenological designs, semi-structured individual interviews were the primary method of data collection, along with document analysis. Transformational leadership theory and emotional intelligence provided a framework to guide the construction of methodological approaches, including: participants, data collection, data analysis and limitations. Four major themes emerged as a result of this study: 1) school leader social skills, 2) leadership styles, 3) authentic leader-teacher relationships, and 4) perceived benefits of school leader emotional skills.
Recommended Citation
Caillouet, Lindsey E., "An Exploration into Teachers' Perceptions of School Leaders' Emotional Intelligence" (2018). University of New Orleans Theses and Dissertations. 2553.
https://scholarworks.uno.edu/td/2553
Rights
The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.