Abstract

The purpose of this study was to examine the relationship, if any, between the self- reported emotional intelligence (EI) of school-level administrators and changes in student achievement. EI data were collected from school-level administrators in a large urban school district using the Administrator Attribute Survey© which comprised of the Schutte Self-Reported Emotional Intelligence Test and the Administrator Emotional Intelligence Perception Test. Student achievement was derived from 2017-2019 Florida Standards Assessment English Language Arts and Mathematics for Grades 3 through 8. Findings from this study exhibited overall mean school-level administrator EI scores varied by position, gender, educational attainment, years of experience in education, and years as an administrator at the school site. Elementary assistant principal mean EI scores ranked highest overall compared to EI scores of elementary principals, middle school assistant principals, and middle school principals. Quantitative analyses were conducted to examine whether a statistically significant difference existed between self-reported EI mean scores of school-level administrators and their perception of EI attributes of other administrators. Statistically significant differences were found in the mean self-reported EI scores compared to the mean EI perception scores of school-level administrators. Furthermore, findings from the study indicated a significant relationship between elementary principal's self-reported emotional intelligence and changes in mathematics achievement for Grades 3 through 5. School-level administrators may benefit from learning how the components of EI can enhance relationships to build human capital with the potential of impacting positive changes in student achievement, particularly in elementary mathematics.

Notes

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Graduation Date

2020

Semester

Summer

Advisor

Ceballos, Marjorie

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

Format

application/pdf

Identifier

CFE0008219

Language

English

Release Date

August 2025

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

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