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Public Elementary-School Teachers' Perceptions of Principals' Emotional Intelligence and Agency within the Structures of Special Education

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Title: Public Elementary-School Teachers' Perceptions of Principals' Emotional Intelligence and Agency within the Structures of Special Education
Language: English
Authors: Amanda Posner Goll
Source: ProQuest LLC. 2023Ed.D. Dissertation, University of Pennsylvania.
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: 130
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Elementary Education
Early Childhood Education
Kindergarten
Primary Education
Grade 1
Grade 2
Grade 3
Grade 4
Intermediate Grades
Grade 5
Middle Schools
Descriptors: Elementary School Teachers, Public School Teachers, Teacher Attitudes, Principals, Emotional Intelligence, Special Education, Instructional Leadership, Teacher Administrator Relationship, Regular and Special Education Relationship, Special Education Teachers, Kindergarten, Grade 1, Grade 2, Grade 3, Grade 4, Grade 5, Suburban Schools, Professional Autonomy
ISBN: 979-83-8140-421-0
Abstract: Special education in the United States has been historically problematic for several reasons, and limited research has been conducted to examine the close connection between teachers' experiences in the classroom (both general and special education teachers) and principals' leadership. Teacher perceptions have a great impact on the learning of special education students, and how teachers perceive principals' effectiveness in their leadership determines how teachers can help these students learn better. Therefore, I conducted a mixed-methods study to learn more about teachers' perceptions of principals' emotional intelligence (EI) and agency. I administered a survey to Kindergarten through Grade 5 general and special education teachers across 16 suburban public elementary schools to collect quantitative data that allowed participants to then opt in for qualitative individual interviews. The survey yielded a 42.14% response rate, and nine teachers were interviewed. Structure-agency theory and EI competencies informed the analysis of these elementary school teachers' perceptions of principals' EI and perceived agency within the structures of special education. Overall, the teachers in this study had positive perceptions of principals' EI across special education structures. However, teachers perceived principals' EI differently, depending on the structure of special education and EI competencies. School principals' understanding of how teachers perceived the roles of principals in framing and working within special education contributes to a greater understanding of how principal agency is perceived. Principals can be informed on how to improve their practices as instructional leaders, specifically for students receiving special education services. Thus, this study informs professional learning and strategic planning, and inspires principals to learn more about EI and agency in their current working structures. [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: 2024
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30689186
Accession Number: ED644634
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: Public Elementary-School Teachers' Perceptions of Principals' Emotional Intelligence and Agency within the Structures of Special Education
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Kindergarten%22">Kindergarten</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+4%22">Grade 4</searchLink><br /><searchLink fieldCode="EL" term="%22Intermediate+Grades%22">Intermediate Grades</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink>
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  Data: Special education in the United States has been historically problematic for several reasons, and limited research has been conducted to examine the close connection between teachers' experiences in the classroom (both general and special education teachers) and principals' leadership. Teacher perceptions have a great impact on the learning of special education students, and how teachers perceive principals' effectiveness in their leadership determines how teachers can help these students learn better. Therefore, I conducted a mixed-methods study to learn more about teachers' perceptions of principals' emotional intelligence (EI) and agency. I administered a survey to Kindergarten through Grade 5 general and special education teachers across 16 suburban public elementary schools to collect quantitative data that allowed participants to then opt in for qualitative individual interviews. The survey yielded a 42.14% response rate, and nine teachers were interviewed. Structure-agency theory and EI competencies informed the analysis of these elementary school teachers' perceptions of principals' EI and perceived agency within the structures of special education. Overall, the teachers in this study had positive perceptions of principals' EI across special education structures. However, teachers perceived principals' EI differently, depending on the structure of special education and EI competencies. School principals' understanding of how teachers perceived the roles of principals in framing and working within special education contributes to a greater understanding of how principal agency is perceived. Principals can be informed on how to improve their practices as instructional leaders, specifically for students receiving special education services. Thus, this study informs professional learning and strategic planning, and inspires principals to learn more about EI and agency in their current working structures. [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.]
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 130
    Subjects:
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Public School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Instructional Leadership
        Type: general
      – SubjectFull: Teacher Administrator Relationship
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      – SubjectFull: Regular and Special Education Relationship
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      – SubjectFull: Special Education Teachers
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      – SubjectFull: Kindergarten
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      – SubjectFull: Grade 1
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      – SubjectFull: Grade 5
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      – SubjectFull: Suburban Schools
        Type: general
      – SubjectFull: Professional Autonomy
        Type: general
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      – TitleFull: Public Elementary-School Teachers' Perceptions of Principals' Emotional Intelligence and Agency within the Structures of Special Education
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