Emotional Intelligence for School Administrators: A Priority for School Reform?

Autor/in	Moore, Bobby
Titel	Emotional Intelligence for School Administrators: A Priority for School Reform?
Quelle	In: American Secondary Education, 37 (2009) 3, S.20-28 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0003-1003
Schlagwörter	Emotional Intelligence; Educational Change; Colleges; High Achievement; Leadership Effectiveness; Trust (Psychology); Educational Environment; School Culture; Administrator Role; Educational Policy; Change Agents + Suchen Sie Ihr Suchwort? Emotionale Intelligenz; Bildungsreform; College; Hochschule; Fachhochschule; Führungseffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Politics of education; Bildungspolitik
Abstract	In order to cultivate a culture that challenges the status quo and expects excellence, school leaders need to learn, develop, and demonstrate high levels of emotional intelligence. Studying emotional intelligence provides leaders with the awareness necessary to meet the needs of a staff that is engaged in developing a common vision for their school, maintaining a focus on high achievement for all students, and creating school cultures of trust and respect. Leadership continues to be a focal point for school reform, so policy makers and institutions of higher education need to act on the research that shows the relationship between emotional intelligence and effective leadership. (As Provided).
Anmerkungen	Ashland University Dwight Schar College of Education. 229 Dwight Schar Building, 401 College Avenue, Ashland, OH 44805. Tel: 419-289-5273; Web site: http://www3.ashland.edu/ase
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10