Date of Award
2018
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Education
Abstract
The purpose of this quantitative study was to examine whether or not a K-12 principals self-reported emotional intelligence predicted associated certificated teachers perceptions of transformational leadership. Transformational leadership has been validated across a multitude of settings and contexts, including schools (Bass & Avolio, 1994). However, the scientific integrity of emotional intelligence is debated by psychologists (Van Rooy & Viswesvaran, 2004). The study sought to discover whether or not emotional intelligence was an antecedent of transformational leadership. The data analysis involved descriptive data regarding the emotional intelligence levels of K-12 principals in Indiana and teachers perceptions of their principals transformational leadership. In addition, a series of step-wise multiple regression analyses were conducted to explore whether or not emotional intelligence predicted transformational leadership. Statistical significance was not found in any of the linear equations. Although the data did not support a significant relationship between emotional intelligence and transformational leadership, the emotional intelligence descriptive data did indicate that K-12 principals did not view themselves as emotionally intelligent. The results of this study can potentially inform leadership training and professional development programs concerning affect as information.
Recommended Citation
Kates, Christopher A., "Emotional Intelligence And Transformational Leadership Of K-12 Principals" (2018). All-Inclusive List of Electronic Theses and Dissertations. 1607.
https://scholars.indianastate.edu/etds/1607