Keywords

Leadership, Emotional Intelligence, Simulation

Abstract

The purpose of this study was to investigate the relationship between measures of emotional intelligence after participation in a simulation based leadership development program as applied to a student cohort at a community college. Additionally, this study was conducted to investigate significant differences in emotional intelligence subscales when compared to the categorical variables of age, race, gender, position type, number of years employed, and time. All 300 students in the introductory management classes in the Bachelors of Applied Science business principles classes in the Business program were invited to participate. A total of 201 questionnaires representing 103 individuals were returned, garnering a 67% initial return rate; the total number of useable surveys was 182 representing 91 individuals for a final useable return rate of 60.7%. An analysis of the relationship between the measures of emotional intelligence before and after participating in leadership simulation revealed statistically significant differences after participation in the leadership simulation. There was a significant increase in respondent scores in three of the four subscales after the respondents participated in the Virtual Leader simulation: (a) self-emotion appraisal (SEA), p = .031; (b) others emotion appraisal (OEA), p = .002; and (c) regulation of emotion (ROE), p =.002. The emotional intelligence construct, use of emotion (UOE), p = .061, did not demonstrate statistical significance. A statistical analysis of all combinations and interactions of the categorical variables (age, race, gender, years employed, and position types compared to the value

Notes

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Graduation Date

2007

Semester

Summer

Advisor

House, Jess

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Research, Technology and Leadership

Degree Program

Educational Leadership

Format

application/pdf

Identifier

CFE0001705

URL

http://purl.fcla.edu/fcla/etd/CFE0001705

Language

English

Release Date

September 2007

Length of Campus-only Access

None

Access Status

Masters Thesis (Open Access)

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