Emily Isensee

Abstract

The purpose of this study was to understand principals’ perceptions and perceived attributes of strong teacher leaders, determine how these attributes link to emotional intelligence and learn how these attributes are developed. In this study, emotional intelligence will be defined as “the abilities to recognize and regulate emotions in ourselves and in others” (Goleman, 2001, p.14). This study summarizes data collected through semi-structured interviews with 11 school principals and assistant principals from a variety of schools, school districts and across multiple states. Overall, this study lead to three main discoveries: 1) top perceived attributes of teacher leaders are closely connected to EI skills 2) teacher leader development strategies that best support EI are comprehensive, job-embedded, sustained over time, peer-focused, goal-focused, differentiated for teacher’s needs and leverage a variety of practices and tools, and 3) teacher leaders with high EI have a positive impact on their schools.

Library of Congress Subject Headings

Dissertations (MA) -- Organization Development; Emotional intelligence; Teachers; Organizational effectiveness -- Case studies

Date of Award

2017

School Affiliation

Graziadio Business School

Department/Program

Business

Degree Type

Thesis

Degree Name

Masters

Faculty Advisor

Egan, Terri;

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