Theses and Dissertations at Montana State University (MSU)
Permanent URI for this collectionhttps://scholarworks.montana.edu/handle/1/733
Browse
2 results
Search Results
Item Principals' levels of emotional intelligence as an influence on school culture(Montana State University - Bozeman, College of Education, Health & Human Development, 2005) Barent, Jeanie Marie; Chairperson, Graduate Committee: Boyd DresslerIt is not fully known what assumptions can be made, if any, regarding the emotional intelligence (EI) of a school principal and the influence that has on a schoolαs culture. This study measured the EI of 15 principals willing to participate from randomly selected school districts in Wyoming, using the Mayer-Salovey-Caruso EI Test (MSCEIT), which measures four categories of EI: (1) Managing Emotions, assessed using the Emotional Management task and the Social Management task, (2) Understanding Emotions, assessed using the Blends task and the Changes task, (3) Using Emotions, assessed using the Sensations task and the Facilitation task, and (4) Perceiving Emotions, assessed using the Faces task and the Pictures task. All teachers from the participating schools were questioned using the David C. Anchin School Culture Quality Survey. This survey measures teachersα perceptions of (1) Having a shared vision, (2) Facilitative leadership, (3) Teamwork and cooperation of staff, and (4) Nurturing a learning community. This instrument is designed specifically to measure the work culture of teachers, which enables them to do their job well. Data analysis included a hierarchical linear model of the current status of teachersα perceptions of the school cultureαs four categories (shared vision, facilitative leadership, teamwork and cooperation, and nurturing a learning community) and the current status of the four categories of emotional intelligence of the principal (managing emotions, using emotions, understanding emotions, and perceiving emotions).Item Effects of emotional intelligence on principals' leadership performance(Montana State University - Bozeman, College of Education, Health & Human Development, 2006) Cook, Charles Roy; Chairperson, Graduate Committee: Joanne EricksonA study of school principals in Montana was conducted to determine the effects of emotional intelligence on elementary principals' leadership performance. The problem addressed in this study was that the effect of emotional intelligence on leadership performance is not known. This study measured the emotional intelligence of elementary principals in Montana using the Emotional Intelligence Appraisal: There Is More Than IQ (Bradberry, & Greaves, 2003), which measures the following five categories of emotional intelligence: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship management, and (5) overall emotional intelligence. The principals' leadership performance was measured using the Educational Leadership Improvement Tool (DeFranco & Golden, 2003), which assesses a principal's leadership performance in the following 9 areas: (1) leadership attributes, (2) visionary leadership, (3) community leadership, (4) instructional leadership, (5) data-driven improvement, (6) organization to improve student learning, (7) organization to improve staff efficacy, (8) cultural competence, and (9) educational management. A multivariate analysis of variance (MANOVA) was used to determine the relationship between emotional intelligence and elementary principals' leadership performance. A factorial analysis of variance (ANOVA) was used to determine the influence of gender, age, and years of experience on emotional intelligence. Analysis of the data indicated that emotional intelligence, as defined by Goleman (1998), had a strong effect on the nine standards of leadership as defined by DeFranco & Golden (2003). Gender, age, and years of experience had no significant effects on emotional intelligence. The results of this research indicated that emotional intelligence has a positive effect on principals' leadership performance. This supports the body of research that emotional intelligence has a positive effect on leadership performance. Effective leadership requires a wide range of skills. Emotional intelligence is one skill that may assist principals as they strive to more effectively meet the needs of students.