Emotional Intelligence Skills, School Accountability Ratings, and Demographic Factors

• In Event: Poster Session 4
  In Poster Session: Issues in Education and Leadership

Abstract

Abstract

The purpose of this study was to examine differences between schools rated Exemplary, Recognized, Academically Acceptable, and Academically Unacceptable on 11 emotional intelligence skills; and to examine relationships among emotional intelligence skills, school accountability ratings, and selected demographic factors. The study focused on a diverse sample of 107 middle schools. The principal provided data on the school’s emotional intelligence skills. School accountability ratings and demographic factors were obtained from the state department of education. No significant differences were found on any of the emotional intelligence skills based on school accountability ratings, but some interesting results were uncovered from analyses of relationships among emotional intelligence skills, school accountability ratings, and demographic factors.

Authors

• Fred C. Lunenburg, Sam Houston State University

• Sandra Labby, Sam Houston State University