An exploratory qualitative study of the relationship between an educational leader’s emotional intelligence and effective teams
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Since the passage of the No Child Left Behind Act, the work of educators has become more demanding and complex. Not only is the work more difficult, the current era of accountability subjects teachers and educational leaders to more public scrutiny. This challenging work, coupled with increased accountability, is a formula for an intensely emotional environment. Leaders in education are charged with successfully managing this emotional environment. Because teams are such prevalent structures in organizations, emotional intelligence is often demonstrated through a leader’s work with teams he or she supervises. The purpose of this phenomenological case study was to explore the relationship between the emotional intelligence of educational leaders and the perceived effectiveness of teams they supervise. This qualitative research was conducted using the theoretical tradition of phenomenology. It was informed through heuristic research and narrative inquiry. The themes of the conceptual framework supporting this research are emotions, intelligence, leadership, and team effectiveness. Separately, there has been a substantial amount of research done on each of these themes. But there are fewer studies that analyze emotional intelligence in the context of leadership and team effectiveness. Adding to this body of knowledge can potentially help leaders use emotional intelligence and enable teams to be more effective.
Table of Contents
Introduction -- Review of Literature -- Methodology -- Results and discussion -- Recommendations -- Appendix A. Leader questionnaire -- Appendix B. Individual leader interview questions -- Appendix C. Focus group interview questions -- Appendix D. Leader writing prompt -- Appendix E. Focus group writing prompt