Date of Award

Fall 12-20-2018

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.

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.

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