Elementary Principals’ Emotional Competence and Leadership in Implementing Literacy Curriculum: A Relationship Analysis for Educational Equity

• In Event: Research in Progress Roundtable Session 2
  In Invited Roundtable: Equity in Teaching and Leadership Practices Across Educational Contexts (Table 7)

Abstract

This study investigates the relationship between elementary principals’ perceptions of their emotional competence and their leadership approach in implementing a core elementary literacy curriculum with fidelity to its design. Using a concurrent mixed-methods design, qualitative data from semi-structured interviews and quantitative survey responses were collected from elementary principals in northwest Washington State. Findings explore how emotional competencies influence principals’ ability to address inequities and navigate teachers’ emotional challenges during curriculum implementation. The study highlights the importance of emotional competence in advancing equitable educational opportunities by ensuring culturally relevant and evidence-based curricula are implemented inclusively and effectively with intent to their design and evidence base. Results have implications for leadership training and professional development to support educational equity.

Author

• Melissa Van Straten, Gonzaga University