According to Goleman (1998), leaders must possess emotional intelligence (EI), that is, the ability to emotionally connect with themselves and their subordinates if they are to be successful. EI has received much attention in the area of educational leadership. Few studies investigated the relationship of the EI of the principal to student performance. This quantitative correlational study examined if EI in principals of charter schools is a contributing factor to student performance in Texas open enrollment charter schools. The theoretical framework of the study was Goleman’s (1998) theory of emotional intelligence. Data were collected from 94 principals of charter schools in Texas who completed the MSCEIT (Mayer, Salovey, & Caruso, 2008) and from scores on the 2009-2010 TAKS. Data were analyzed using a one-way ANOVA with Pearson correlation. Two chief conclusions from this study were reached: (a) principals' EI was not related to student achievement, and (b) principals' gender and the number of students in the school did not predict principals' EI, but older principals had lower levels of EI on some of the EI components. Recommendations for future study include conducting similar research in more than one geographical location and comparing the relationship between principals' EI and student achievement in public schools versus charter schools.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Management|
|Keywords:||Charter school leadership, Charter schools, Emotional intelligence, Emotional leadership, Principal emotional intelligence, Principal leadership, Principals, Student performance|
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