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The Relationship among Principals' Emotional Intelligence Skills with Respect to School Accountability Ratings and Selected Demographic Factors

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Bibliographic Details
Title: The Relationship among Principals' Emotional Intelligence Skills with Respect to School Accountability Ratings and Selected Demographic Factors
Language: English
Authors: Labby, Sandra A.
Source: ProQuest LLC. 2010Ed.D. Dissertation, Sam Houston State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 160
Publication Date: 2010
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Secondary Education
Descriptors: Stress Management, Emotional Intelligence, Statistical Analysis, Accountability, Principals, Performance Factors, Demography, Skill Analysis, Public Schools, Mail Surveys, Benchmarking, Trend Analysis, Effect Size, Schematic Studies, Elementary Secondary Education, Minimum Competency Testing, Educational Administration
Geographic Terms: Texas
ISBN: 978-1-124-45325-5
Abstract: Purpose: The purpose of this study was to determine the relationship among principals' emotional intelligence skills, school accountability ratings, and selected demographic factors. Method: The sample was comprised of Texas public school principals from elementary, middle school/junior high, and high schools and their school accountability ratings. A systematic sampling from six geographic areas was applied. Principals were asked to complete an online survey regarding their emotional intelligence skills. The survey instrument, "Exploring and Developing Emotional Intelligence Skills: A Personal Guide to Lifelong Emotional Learning" (Nelson & Low, 1999b), was used. The instrument identified 13 emotional intelligence skills necessary for success in life. Data analyses included comparison of means to a scale score as determined by Nelson and Low's (1999b) research. Analysis of variance and effect size of each emotional intelligence skill with respect to school accountability ratings was conducted. Exploratory data analyses focused on the investigation of selected demographic factors with respect to school accountability ratings. Findings: No significant differences were found among any of the principals' 13 emotional intelligence skills with respect to their school accountability ratings. However, a trend emerged among the principals with respect to the selected demographic factors. Principals, regardless of their gender, age, years of experience, campus level responsibility, or district setting, struggled with stress management. Further research is suggested to find the differences between principals' emotional intelligence skills of purposefully selected campuses whose accountability ratings are Exemplary and Academically Unacceptable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2011
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3441937
Accession Number: ED525010
Database: ERIC
Description
Abstract:Purpose: The purpose of this study was to determine the relationship among principals' emotional intelligence skills, school accountability ratings, and selected demographic factors. Method: The sample was comprised of Texas public school principals from elementary, middle school/junior high, and high schools and their school accountability ratings. A systematic sampling from six geographic areas was applied. Principals were asked to complete an online survey regarding their emotional intelligence skills. The survey instrument, "Exploring and Developing Emotional Intelligence Skills: A Personal Guide to Lifelong Emotional Learning" (Nelson & Low, 1999b), was used. The instrument identified 13 emotional intelligence skills necessary for success in life. Data analyses included comparison of means to a scale score as determined by Nelson and Low's (1999b) research. Analysis of variance and effect size of each emotional intelligence skill with respect to school accountability ratings was conducted. Exploratory data analyses focused on the investigation of selected demographic factors with respect to school accountability ratings. Findings: No significant differences were found among any of the principals' 13 emotional intelligence skills with respect to their school accountability ratings. However, a trend emerged among the principals with respect to the selected demographic factors. Principals, regardless of their gender, age, years of experience, campus level responsibility, or district setting, struggled with stress management. Further research is suggested to find the differences between principals' emotional intelligence skills of purposefully selected campuses whose accountability ratings are Exemplary and Academically Unacceptable. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ISBN:978-1-124-45325-5