The Influence of Principals' Emotional Intelligence on Teachers' School Climate, Commitment, and SEL (Social and Emotional Learning) Curriculum Beliefs

• In Event: Thursday Roundtable Session 10:50 am
  In Roundtable Session: Supporting Teachers With Social and Emotional Learning (Table 41)

Abstract

This study investigates the influence of principals' emotional intelligence on teachers' perspectives of school climate, school commitment, and their attitudes toward Social and Emotional Learning (SEL) curricula. With growing recognition of the importance of positive school climates and emotionally supportive atmospheres, this research explores how principals' EI can foster trust and collaboration to the benefit of all stakeholders. The study utilizes Goleman's Emotional Intelligence Model to examine principals' EI and its impact on teachers' experiences and beliefs. Employing a mixed-method design, quantitative data from 60 teachers and qualitative insights from interviews are integrated to provide valuable insights for educational policymakers, administrators, and teachers to enhance school leadership and promote students' well-being and academic success.

Authors

• Stella Jackman-Ryan, North Carolina State University

• Tiara A. Griffis, North Carolina State University