A quantitative correlational investigation examining the nexus : West Texas secondary teachers' perspectives on administrator emotional intelligence and Its influence on job stress, job satisfaction, and turnover intentions.

As an educator, I was concerned about the rising teacher attrition rates, particularly in high-poverty and high-minority areas, as outlined in DeMatthews et al. (2022) and Sutcher et al. (2016). The existing literature, including the works of Ingersoll and Merrill (2012) and Understanding Teacher Shortages (2018), highlighted the alarming teacher turnover rates even before the COVID-19 pandemic, which further exacerbated the situation (Goldhaber & Theobald, 2023). The purpose of this study is to examine if secondary school teachers' perceptions of administrators' emotional intelligence (EI) predict teachers' job stress, turnover intention, or job satisfaction as mediated by their administrator's transformational leadership style based on the conceptual framework by San Lam and O'Higgins (2012). The study used a quantitative cross-sectional correlational methodology and collected data from 102 secondary teachers in one West Texas Independent School District. The results revealed a statistically significant moderate positive relationship between assistant principal emotional intelligence (EI) and teacher job satisfaction ratings. It also demonstrated statistically significant moderate negative relationships between assistant principal EI and job stress, and assistant principal EI and intention to leave. Also, the independent variable, EI, statistically significantly predicted teacher job stress and turnover intention. However, the study did not find evidence that assistant principal transformational leadership mediated the relationship between assistant principal emotional intelligence and teacher satisfaction. In conclusion, the study highlights the role of assistant principals' EI in positively influencing teacher retention. The findings have implications for educational leaders, suggesting the importance of prioritizing the development of EI in assistant principals to foster a supportive school culture and improve teacher job satisfaction. By understanding and implementing these suggestions, assistant principals and district leaders can contribute to a more positive school leadership culture. Additionally, the study encourages future researchers to continue researching assistant principal emotional intelligence on teacher outcomes and contribute toward a comprehensive understanding of the role of EI in educational leadership.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• Ramos, Dominic A., 1990-

Advisor dc:contributor.advisor

• Kaul, Corina R., 1969-

• Emotional intelligence.
• Educational leadership.
• Job satisfaction.
• Burnout.
• Turnover intention.
• Transformational leadership.
• Secondary teachers.
• Assistant principals.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13612

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13612