A Leadership Preparatory Program and Emotional Intelligence

Autor/in	Tison, Jackie
Titel	A Leadership Preparatory Program and Emotional Intelligence
Quelle	(2011), (105 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Lincoln Memorial University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3032-1750-0
Schlagwörter	Hochschulschrift; Dissertation; Higher Education; Leadership Training; Emotional Intelligence; Educational Legislation; Federal Legislation; Statistical Significance; Graduate Students; Doctoral Programs; Nontraditional Students; Cohort Analysis; Interpersonal Relationship; Interpersonal Competence; Adjustment (to Environment); Stress Management; Affective Behavior; Psychological Patterns; Tennessee + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Führungslehre; Emotionale Intelligenz; Bildungsrecht; Schulgesetz; Bundesrecht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doktorandenprogramm; Kohortenanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interpersonale Kompetenz; Stressmanagement; Stressbewältigung; Affective disturbance; Active behaviour; Affektive Störung
Abstract	Within the construct of No Child Left Behind, training future educational leaders has become more important to universities and school systems alike. Educational leadership programs have begun to analyze ways to adequately prepare future leaders to be effective in all aspects of leading including the emotional areas. The purpose of this study was to determine if a statistically significant difference existed in the emotional intelligence profile of the doctoral students enrolled in a nontraditional, closed cohort program at a university in northeast Tennessee. The emotional intelligence profile was measured using the Bar-On Emotional Intelligence Quotient Inventory to delve into the components of "total emotional intelligence," "intrapersonal skills," "interpersonal skills," "adaptability," "stress management," and "general mood." The nontraditional students were separated into two closed cohorts, named June and July. A paired sample "t" test, was used to test for significant differences in cohort member emotional intelligence scores. The results of this study found that there were not statistically significant differences in the emotional intelligence profile of the June cohort. A statistically significant difference in the "general mood" components was found in the July cohort. The traits involved in this area are being happy with one's life, honestly enjoying others' company, being able to get pleasure out of life, looking on the bright side of life and having a good attitude even in troubled times (Bar-On, 2004). This may reveal a true learning community among the July cohort members. Overall, within a true learning community, the authors were "left with the impression that these students genuinely liked each other and valued the time spent in their learning experience" (Norris et al., 2002, p. 17). [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01