Developing Principals' Emotional Intelligence

• In Event: 66.057 - Roundtable Session 27
  In Roundtable Session: 66.057-10 - School Leaders Ready to Lead: Developing the Social and Emotional Skills of School Administrators

Abstract

Objectives and Theoretical Framework
The increased focus on improving student achievement has created the expectation that principals excel in many roles: instructional leaders, community builders, program designers, and advocates for all children. Unfortunately, agreement does not exist as to the most effective approaches to developing transformational school administrators. We know, however, that change in schools is possible when school leaders develop their own social, emotional, and cognitive skills, and that principals need support to develop these skills (Patti, Senge, Madrazo, & Stern, 2015).

Although the link between leadership and emotional intelligence (EI) has been studied in business, research on these concepts in education remains limited. This study addresses this gap in the literature by researching how principals engage EI to support their leadership practices, and explores the factors that enable or hinder principals’ use of their EI skills.

Methods
This study took place in an urban school district in California serving students in grades K-8; all principals in the district voluntarily participated. Researchers used a mixed methods approach (Leech & Onwuegbuzie, 2010). Participants took two internationally normed and validated assessments: The Six Seconds Emotional Intelligence Assessment (SEI) and the Leadership Vital Signs (LVS; Freedman, 2016). The SEI measures eight EI competencies (emotional literacy, recognize patterns, apply consequential thinking, intrinsic motivation, navigate emotions, engage optimism, increase empathy and pursue a noble goal). The LVS measures five climate drivers (motivation, teamwork, change, execution and trust). Participants received a 1:1 debrief of both assessments. Researchers held four group sessions with interactive activities and discussion, followed by focus group interviews. Assessment data was analyzed for themes relating to principals’ emergent use of EI and leadership skills, and compared to results of the content analysis performed on the focus group transcriptions. Individual interviews will take place several months after the initial intervention.

Results
The aggregated SEI results for these principals indicated a relatively low set of scores and demonstrated the potential for growth. Results indicated the group scores were emerging in self-awareness, and functional in self-management and self-direction. The group’s highest EI competency was Intrinsic Motivation and its lowest, Increase Empathy. The LVS self-report scores have not yet been aggregated.

Based on triangulated data, EI development emerged as an essential tool for principal leadership. Principals indicated that both the EI and the Leadership models provided a common vocabulary, framework, and roadmap for development of their vision. They reported that knowing themselves and being able to reflect in these sessions allowed for greater leadership insights and actions, optimal decision making, and trust building among constituents. One principal called these “strategic resources” for teamwork.

Scholarly Significance
This study illustrates how EI skill acquisition is an important component in the development of effective school leaders, and it has implications for future research, practice, and preparation of principals.

Authors

• Lorea Martinez, Lorea Martinez, SEL Consulting

• Susan Stillman, Six Seconds, Emotional Intelligence Network, Fielding Graduate University

• Paul Stillman