Emotionally Intelligent Leadership: An Analysis of Targeted Interventions for Aspiring School Leaders in Texas

Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/

Y

17

Emotional Intelligence; Leadership Qualities; Administrator Characteristics; Principals; Administrator Education; Pretests Posttests; Intervention; Scores; Time Management; Social Influences; Control Groups; Experimental Groups; Listening Skills; Anxiety; Coping; Decision Making; Power Structure; Administrator Behavior; Ethics; Persistence; Action Research; Statistical Analysis

0032-0684

This study measures the impact of targeted interventions on the emotional intelligence of aspiring principals. The interventions utilized were designed by Nelson and Low (2011) to increase emotionally intelligent leadership skills in the following six areas: social awareness/active listening; anxiety management; decision making; appropriate use of assertive behaviors; time management; and commitment ethic. Data were collected from 31 students enrolled in a leadership preparation program at a public university in Texas. Utilizing a pre-test/post-test design, analyses of covariance were employed to measure the impact of targeted interventions on emotional intelligence scores as measured by the Emotional Skills Assessment Process (Nelson & Low, 2011). The results of these analyses indicate that the interventions employed for social awareness and time management resulted in a statistically significant gain for students who received the intervention as compared with those in the control group. Implications are discussed.

As Provided

38

2017

EJ1145621