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dc.contributor.advisorMartin, Barbara N. (Barbara Nell), 1952-eng
dc.contributor.authorCutbirth, Suzanne, 1950-eng
dc.date.issued2010eng
dc.date.submitted2010 Springeng
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on May 24, 2010).eng
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.eng
dc.descriptionDissertation advisor: Dr. Barbara N. Martin.eng
dc.descriptionVita.eng
dc.descriptionIncludes bibliographical references.eng
dc.descriptionEd. D. University of Missouri--Columbia 2010.eng
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational leadership and policy analysis.eng
dc.description.abstractRecent changes in federal legislation accompanied by the threat of lost funding created a sense of urgency within educational systems to orchestrate changes that would increase the achievement of all students. Public concerns including low achievement levels, high drop-out rates, and inadequate preparation for college underscore an ever growing sense of urgency at the high school level. Recent brain-functioning research has established the link between cognitive and emotional intelligence (Goleman, 1998; Goleman, Boyatzis, & McKee, 2002) while research in the field of leadership (Blake & Mouton, 1985; Bolman & Deal, 1997; Bruffee, 1997; Davis, 2003; Doyle & Smith, 2006; Fullan, 2001; George, 2004; Hersey & Blanchard, 1997; Kouzes & Posner,1987; Spillane & Camburn, 2006;) has placed emphasis on emotional competencies related to self and social emotional awareness and the regulation of emotions both personally and socially for the purpose of increasing leadership effectiveness. The fundamental problem being addressed by this study was: what emotional competencies reinforce leadership behaviors and practices that augment school improvement efforts resulting in increased student achievement? A mixed-design approach was selected for this study. Although no significant differences were found between gender or achievement groupings, individual item analysis revealed weaknesses and strengths in with regard to both emotional intelligence competency and balanced leadership behavior that may be used as starting points for professional development programs focused principal leadership.eng
dc.format.extentx, 165 pageseng
dc.identifier.merlinb77797310eng
dc.identifier.merlinb77797310eng
dc.identifier.oclc652531171eng
dc.identifier.urihttps://hdl.handle.net/10355/8319
dc.identifier.urihttps://doi.org/10.32469/10355/8319eng
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertations.eng
dc.subject.lcshHigh school principalseng
dc.subject.lcshEducational leadershipeng
dc.subject.lcshSchool improvement programseng
dc.subject.lcshEmotionseng
dc.titleAn examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principalseng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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