Abstract

The purpose of this study was to examine the relationship between school leaders' emotional intelligence (EI) and student achievement in Reading and Mathematics. The study aimed to build upon the existing literature on school leaders' EI and their influence on creating conditions for increased student achievement. EI data were collected from school-level administrators, instructional coaches, and school administration managers (SAM) in a large urban school district using the Emotional Intelligence and Leadership Abilities Survey, which comprised of the Schutte Self-Reported Emotional Intelligence Test©(SSREIT) and the Educational Leadership Improvement Tool© (ELIT). Data from the Florida Standards Assessment (FSA) for Grades 3-8 Language Arts and Mathematics in 2017, 2018, and 2020 were collected and analyzed. Descriptive statistics and Quantitative analyses, including correlation analyses like Pearson r coefficient and Kendall tau-b, ANOVA, independent t-tests, and simple linear regression, were conducted to examine the association between the variables. Findings from the study indicated a significant relationship between the EI of school leaders and leadership criterions. Similarly, a statistically significant relationship was found between middle school leaders' self-reported EI and changes in mathematics achievement for Grades 6 through 8. The study's findings are expected to support school district leadership, university and college-level programs promote professional development focused on EI and its impact on developing relationships that affect student achievement, specifically in mathematics.

Notes

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Graduation Date

2022

Semester

Summer

Advisor

Gordon, William

Degree

Doctor of Education (Ed.D.)

College

College of Community Innovation and Education

Department

Educational Leadership and Higher Education

Degree Program

Educational Leadership; Executive Track

Identifier

CFE0009253; DP0026857

URL

https://purls.library.ucf.edu/go/DP0026857

Language

English

Release Date

August 2027

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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