Leadership development has been identified as a key college outcome (Komives, Dugan, Owen, Slack, & Wagner, 2011). Emotional intelligence as a leadership development framework has shown promise in many applications (Petrides, 2011). Able to be augmented through purposeful training and practice, high levels of emotional intelligence have been linked to job performance, healthy relationships, and emotional well-being (Joseph, Jin, Newman, & O’Boyle, 2014). This study focused on changes in emotional intelligence as a metric for personal and professional development through a state university’s leadership program. Students’ self-reported change in global and factor emotional intelligence were measured utilizing the Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) as a research tool (Zampetakis, 2011). Additionally, students completed a survey consisting of open-ended questions designed to facilitate the evaluation of student perceptions in relation to emotional intelligence competencies after completing the leadership program. No statistical differences could be observed in pre-and post-participation TEIQue-SF results. Student perceptions after program completion revealed participation impacted their perceptions of and approach to emotional intelligence competencies as well as leadership. Overall, students expressed a level of personal awareness and the ability to nurture relationships and seek leadership roles.
|Commitee:||DeVore, Sherry, Higdon, Hal L.|
|School Location:||United States -- Missouri|
|Source:||DAI-A 77/08(E), Dissertation Abstracts International|
|Keywords:||Emotional intelligence, Leadership development|
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