Term of Award
Doctor of Education in Education Administration (Ed.D.)
Document Type and Release Option
Dissertation (open access)
Copyright Statement / License for Reuse
This work is licensed under a Creative Commons Attribution 4.0 License.
Department of Leadership, Technology, and Human Development
Committee Member 1
Committee Member 2
Juliann Sergi McBrayer
During this era of accountability and standardized testing, school leaders have been inundated with reform models that seek to increase student achievement. However, without effective leadership at the school level, most of these reform efforts will likely fail. The purpose of this study was to examine the practices of school leaders and the role of emotional intelligence in their work in establishing a school culture. Qualitative methods were used to gain insight into the events, processes, and structures that school leaders encountered as they enacted leadership practices. Semi-structured face-to-face interviews were conducted with four school leaders. Teachers who worked with each school leader also participated in focus group interviews. Participants were asked to communicate their lived experiences and reflect on how emotional intelligence impacted the practices of school leaders. In this study, triangulation occurred using multiple streams of data, such as documents and interview transcripts, as well as member checks, which allowed participants an opportunity to read their transcripts for accuracy and to determine if these displayed accurate depictions of their lived experiences. Findings from the study could provide valuable insight regarding the preparation and training of educational leaders.
Mason, Tanzy L., "Emotionally Connected: The Role of Emotional Intelligence in the Work of School Leaders" (2018).
Research Data and Supplementary Material