Date of Award


Degree Type


Degree Name


Degree Program

Educational Administration


Educational Administration

Major Professor

Christopher Broadhurst

Second Advisor

Colby Stoever

Third Advisor

Christopher Belser

Fourth Advisor

Nia Haydel


The present study investigated the relationship between the Emotional Intelligence of student affairs practitioners and their professional competency. 248 academic support professionals completed the Emotional Quotient Inventory (EQi 2.0) to measure their emotional intelligence. Using the competencies identified by the 2015 joint publication on student affairs competencies by the American College Personnel Association (ACPA) and the National Association of Student Personnel Administrators (NASPA), participants provided a self-rating of their attainment of the ten professional competencies. Demographic data, years of experience in the field, educational background, and professional development opportunities were also measured. A hierarchical multiple regression was run for each of the professional competencies to create a predictive model. Emotional intelligence was found to be a significant predictor for eight of the ten professional competencies. While years of experience was significant for nearly all competencies, educational background was only a significant predictor for four competencies and professional development was not a significant predictor in any model. Notably, the Social Justice and Inclusion competency was the only predictor where years of experience was not significant nor were the other covariates. The only significant predictor of Social Justice and Inclusion competency attainment was the interpersonal emotional intelligence realm including empathy and social responsibility. This study provides implications for graduate preparation programs, professional development opportunities, professional associations, supervisors and university leaders, and human resources.


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