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.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Campus-only Access)
Sanchez Gonzalez, Lynnette, "An Analysis of the Emotional Intelligence of School Leaders and Instructional Coaches and its Effect on Student Achievement" (2022). Electronic Theses and Dissertations, 2020-. 1282.
Restricted to the UCF community until August 2027; it will then be open access.