Connecting elementary principals' emotional-social intelligence and their use of balanced leadership responsibilities

Term

2013

Capstone

Dissertation

Degree Name

EdD

Abstract

This study examined the constructs of emotional-social intelligence, effective elementary principal leadership, and leadership of major and minor changes. The primary aim of the study was to determine if a relation exists between emotional-social intelligence and elementary principals' engagement in research based leadership responsibilities that are associated with increased student achievement. In addition, the study sought to determine if there is a relation between emotional-social intelligence and elementary principals' leadership of major and minor change initiatives. 360 surveys were completed by elementary principals and randomly chosen teachers from rural Midwest schools. Correlation research was conducted that identified a strong, positive correlation between elementary principals' emotional-social intelligence and their use of balanced leadership responsibilities associated with student achievement. In addition, results from principals' self-assessments revealed a positive correlation between emotional-social intelligence and their leadership of minor change but not of major change.

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