The purpose of this quantitative causal-comparative study was to determine if differences in the TEI factors of first-year and final-year male and female students, enrolled in preparation programs of study for educational leadership in the southwestern United States, differed based on Program Time and Gender. Trait emotional intelligence (TEI) is a personality construct grounded in psychology that can be learned and improved. The two-tailed independent samples t-test was used to answer two research questions: “Are there statistically significant differences in the trait emotional intelligence (TEI) Well-Being, Self-Control, Emotionality, Sociability, and Global TEI factors based on Program Time (RQ1) and Gender (RQ2) for students enrolled in doctoral programs for educational leadership at a university in the southwestern United States? A sample of 223 doctoral students participated in the current research. The findings indicated that there were no statistically significant differences in the (TEI)Well-Being, Self-Control, Emotionality, Sociability, and Global TEI factors of doctoral students based on Program Time. There was a statistically significant difference in the TEI Well-Being factor based on Gender. There were no other statistically significant differences in the TEI factors based on Gender. The findings derived from this study contributed to the emerging research about the differences in the TEI of doctoral students enrolled in programs for educational leadership based on Program Time and Gender.
|Commitee:||Polk, Roselyn, Ward, Jason|
|School:||Grand Canyon University|
|Department:||College of Doctoral Studies|
|School Location:||United States -- Arizona|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational psychology, Higher education, Gender studies|
|Keywords:||Education reform, Emotional intelligence, Graduate education programs, Leadership preparation, Trail emotional intelligence|
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