Dissertation/Thesis Abstract

School Leader Emotional Intelligence and the Impact on School Climate in K-12 Catholic Schools
by King, Chyrise S., Ph.D., Indiana Wesleyan University, 2017, 149; 10745330
Abstract (Summary)

This study examined the relationship between school leaders’ self-reported levels of emotional intelligence and teacher perceptions of school climate in K–12 Catholic schools in Indiana. This study built upon the findings of a mixed-method study by Juma (2013) that was limited in scope and generalizability, and examined the relationship between a principal’s perceived emotional intelligence and teacher perceptions of school climate. The current study used a quantitative methodological approach and a larger sample size to enhance understanding of the relationship between school leaders’ perceptions of emotional intelligence and teacher perceptions of school climate. The Emotional Intelligence Quotient 2.0 (EQ-i 2.0) and the Organizational Climate Questionnaire (OCQ) were completed by 200 teachers and 30 school leaders in 30 K–12 Catholic schools in Indiana. This study did not find a significant relationship between a school leader’s perceived level of emotional intelligence and teacher’s perceived school climate. Prior research on these variables has been inconclusive. This study adds to the body of research examining the possible connection between a school leader’s emotional intelligence and school climate.

Indexing (document details)
Advisor: Johnson, Patricia
Commitee: Chase, Michael, Wilkinson, Gary F.
School: Indiana Wesleyan University
Department: Organizational Leadership
School Location: United States -- Indiana
Source: DAI-A 79/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational leadership, Education, Religious education, Organizational behavior
Keywords: Catholic schools, Emotional intelligence, K-12, School climate
Publication Number: 10745330
ISBN: 978-0-355-63366-5
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