|Institution:||Bowling Green State University|
|Keywords:||Educational Leadership; leadership; transformational; emotional intelligence; principal; principal emotional; student achievement|
|Full text PDF:||http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490794752107701|
This dissertation explored the relationship betweenprincipal leadership, emotional intelligence, and studentachievement. Analyses were conducted to determine if: principaltransformational leadership was correlated with studentachievement; principal emotional intelligence was correlated withstudent achievement; the correlation between the concepts oftransformational leadership and emotional intelligence; whichbehaviors of transformational leadership are most predictive ofstudent achievement; and which scales of emotional intelligence aremost predictive of student achievement. The study oftransformational leadership and emotional intelligence and itsrelationship to success is evident in the literature. However, verylittle research has been conducted on the impact of principalemotional intelligence on student achievement outcomes. Thirty-fourprincipals of typology 1 or 4 schools in Ohio completed the NHSEmotional Intelligence Questionnaire (2016) and the MultifactorLeadership Questionnaire (Bass & Avolio, 2004).This study wasnot able to statistically predict student achievement outcomesbased on principal transformational leadership behaviors oremotional intelligence subscales. However, effect size testingfound a high relationship between principal emotional intelligenceand performance index scores (student achievement) as well as amedium relationship between principal transformational leadershipand performance index scores (student achievement). Additionally,Pearson r correlations found that many of the transformationalleadership behaviors and emotional intelligence subscales werepositively correlated. Recommendations for future research arediscussed.Advisors/Committee Members: Johnson, Paul (Committee Chair).