Dissertation/Thesis Abstract

Leading with trait emotional intelligence in the higher education classroom: An exploratory study investigating trait emotional intelligence in higher education faculty members
by Roy, Shelly Rose, D.E.Lead., University of Charleston - Beckley, 2013, 469; 3563237
Abstract (Summary)

According to Mortiboys (2012) and Powell and Kusuma-Powell (2010) effective college professors have high levels of trait emotional intelligence (trait EI). Consequently, this dissertation performed a one-way Analysis of Variance (ANOVA) in order to determine the existence of a relationship between the trait EI skill levels of those faculty members who received awards for teaching excellence—award-winning professors (AWPs) and their non award-winning counterparts by comparing the scores of these two professor populations on the Trait Emotional Intelligence Questionnaire (TEIQue). The results of this ANOVA did not demonstrate any statistically significant relationship; however, when demographic variables, particularly gender, educational level, and institution entered the calculations, statistically significant relationships emerged. Finally, this dissertation also conducted semi-structured qualitative interviews with AWPs. A thematic analysis of these qualitative interviews demonstrated that AWPs practice trait EI skills when teaching in a variety of different ways, that different experiences enabled these individuals to learn trait EI skills and techniques, and that these AWPs are able to achieve a variety of results through their use of trait EI in the college classroom.

Indexing (document details)
Advisor: Barnette, John E.
Commitee: Obiniyi, Paulson I., Wylie, Ruth G.
School: University of Charleston - Beckley
Department: Buisness and Leadership
School Location: United States -- West Virginia
Source: DAI-A 74/09(E), Dissertation Abstracts International
Subjects: Higher education
Keywords: Emotional intelligence, Faculty, Leadership, Professors, Student engagement, Teaching
Publication Number: 3563237
ISBN: 978-1-303-11419-9
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