Colleges and universities prepare candidates with theory and leadership scenarios, enabling them to become leaders of successful schools. However, some principals do not lead their schools to success. Cognizant of this reality, it would be beneficial to know why principals with equivalent leadership training often experience different outcomes of school success based upon student academic achievement. The literature claims that emotional intelligence influences leadership in an organization. Indeed, some scholars assert that leaders who possess high levels of emotional intelligence have a greater effect on their organizations than their counterparts who have lower levels of emotional intelligence.
This research sought to ascertain the degree of correlation between Georgia’s elementary and middle school principals’ emotional intelligence and school status of “meets” or “does not meet” Adequate Yearly Progress. A successful school and principal are identified through the criterion of meets Adequate Yearly Progress. It was postulated that principals with high levels of emotional intelligence would be leaders of schools that meet Adequate Yearly Progress, and those with low levels would be associated with schools that did not meet Adequate Yearly Progress. A binary logistic regression model was used to analyze data obtained from 125 elementary and middle school principals. Five research questions were formulated to guide the inquiry. A key question was: Is there a correlation between a principals’ emotional intelligence and a school’s status of meets or does not meet Adequate Yearly Progress?
Henry, Evelyn and Hope, Warren
"Principals' Emotional Intelligence and Its Impact on Adequate Yearly Progress,"
Journal of Educational Leadership in Action: Vol. 1:
1, Article 4.
Available at: https://digitalcommons.lindenwood.edu/ela/vol1/iss1/4
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