{"id":{"repo_id":"gsu","oai_identifier":"oai:digitalcommons.georgiasouthern.edu:etd-1308"},"canonical_url":"https://search.dev.ndltd.org/etd/gsu/oai:digitalcommons.georgiasouthern.edu:etd-1308","repository":{"repo_id":"gsu","name":"Georgia Southern University","base_url":"https://digitalcommons.georgiasouthern.edu/do/oai/"},"display":{"title":"Emotional Intelligence as a Predictor of Career Longevity Among Special Education Teachers in the Houston County, Georgia, School System","abstract":"In an effort to provide for a better understanding of the factors that exert influence on the career decisions of special educators, the present study sought to examine the influence of emotional intelligence and various demographic factors on the career longevity of special educators. One hundred twenty nine special education teachers in the Houston Count, Georgia School System completed a two-part survey consisting of the General Emotional Intelligence Scale and a researcher-created demographic questionnaire. The following overarching research question was answered through this study- What is the role of emotional intelligence in the career decisions of special education teachers? In addition, the following research sub-questions were answered- To what extent does emotional intelligence depend on the career longevity of special education teachers?; To what extent does the mean emotional intelligence of special education teachers vary by school level factors?; To what extent does the mean emotional intelligence of special education 2 teachers vary by socio-demographic factors? Results of the study indicated that the emotional intelligence ratings of veteran special educator respondents, was on average, significantly higher than the emotional intelligence ratings of respondents their nonveteran peer respondents. Comparisons of the mean emotional intelligence ratings for respondents when grouped by various socio-demographic and school level factors showed results of mixed significance. Statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped according to experience, race, age, annual salary, level of degree held, type of teacher preparation program completed and socioeconomic status. No statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped by sex or urban/rural school location. This study's findings hold greatest implications for school administrators, those persons who are responsible for teacher preparatory training, students who receive special education support and special educators.","abstract_html":"In an effort to provide for a better understanding of the factors that exert influence on the career decisions of special educators, the present study sought to examine the influence of emotional intelligence and various demographic factors on the career longevity of special educators. One hundred twenty nine special education teachers in the Houston Count, Georgia School System completed a two-part survey consisting of the General Emotional Intelligence Scale and a researcher-created demographic questionnaire. The following overarching research question was answered through this study- What is the role of emotional intelligence in the career decisions of special education teachers? In addition, the following research sub-questions were answered- To what extent does emotional intelligence depend on the career longevity of special education teachers?; To what extent does the mean emotional intelligence of special education teachers vary by school level factors?; To what extent does the mean emotional intelligence of special education 2 teachers vary by socio-demographic factors? Results of the study indicated that the emotional intelligence ratings of veteran special educator respondents, was on average, significantly higher than the emotional intelligence ratings of respondents their nonveteran peer respondents. Comparisons of the mean emotional intelligence ratings for respondents when grouped by various socio-demographic and school level factors showed results of mixed significance. Statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped according to experience, race, age, annual salary, level of degree held, type of teacher preparation program completed and socioeconomic status. No statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped by sex or urban/rural school location. This study's findings hold greatest implications for school administrators, those persons who are responsible for teacher preparatory training, students who receive special education support and special educators.","abstract_has_math":false,"creators":["Davis, Jesse Whitaker"],"institution":null,"degree_name":"Doctor of Education in Education Administration (Ed.D.)","degree_level":"Dissertation (open access)","degree_discipline":"Department of Leadership, Technology, and Human Development","degree_department":null,"school":null,"contributors":["Erik Brooks","Barbara Mallory","Walter Polka"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2006,"date_issued":"2006-12-01T08:00:00Z","date_published":"2006-12-01T08:00:00Z","updated_at":"2026-07-24T02:26:46Z","subjects":["ETD","Special educators","Career decisions","Career longevity","Emotional intelligence","Demographic factorsHouston County","Educational leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.georgiasouthern.edu/etd/308","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Erik Brooks","Barbara Mallory","Walter Polka"]},{"key":"dc:creator","label":"Author","values":["Davis, Jesse Whitaker"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2013-10-17T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Department of Leadership, Technology, and Human Development"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation (open access)"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education in Education Administration (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ETD","Special educators","Career decisions","Career longevity","Emotional intelligence","Demographic factorsHouston County","Educational leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.georgiasouthern.edu/etd/308"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["In an effort to provide for a better understanding of the factors that exert influence on the career decisions of special educators, the present study sought to examine the influence of emotional intelligence and various demographic factors on the career longevity of special educators. One hundred twenty nine special education teachers in the Houston Count, Georgia School System completed a two-part survey consisting of the General Emotional Intelligence Scale and a researcher-created demographic questionnaire. The following overarching research question was answered through this study- What is the role of emotional intelligence in the career decisions of special education teachers? In addition, the following research sub-questions were answered- To what extent does emotional intelligence depend on the career longevity of special education teachers?; To what extent does the mean emotional intelligence of special education teachers vary by school level factors?; To what extent does the mean emotional intelligence of special education 2 teachers vary by socio-demographic factors? Results of the study indicated that the emotional intelligence ratings of veteran special educator respondents, was on average, significantly higher than the emotional intelligence ratings of respondents their nonveteran peer respondents. Comparisons of the mean emotional intelligence ratings for respondents when grouped by various socio-demographic and school level factors showed results of mixed significance. Statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped according to experience, race, age, annual salary, level of degree held, type of teacher preparation program completed and socioeconomic status. No statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped by sex or urban/rural school location. This study's findings hold greatest implications for school administrators, those persons who are responsible for teacher preparatory training, students who receive special education support and special educators."]},{"key":"dc:title","label":"Title","values":["Emotional Intelligence as a Predictor of Career Longevity Among Special Education Teachers in the Houston County, Georgia, School System"]}]}],"canonical_facts":{"dc:contributor":["Erik Brooks","Barbara Mallory","Walter Polka"],"dc:creator":["Davis, Jesse Whitaker"],"dc:date.available":["2013-10-17T07:00:00Z"],"dc:description.abstract":["In an effort to provide for a better understanding of the factors that exert influence on the career decisions of special educators, the present study sought to examine the influence of emotional intelligence and various demographic factors on the career longevity of special educators. One hundred twenty nine special education teachers in the Houston Count, Georgia School System completed a two-part survey consisting of the General Emotional Intelligence Scale and a researcher-created demographic questionnaire. The following overarching research question was answered through this study- What is the role of emotional intelligence in the career decisions of special education teachers? In addition, the following research sub-questions were answered- To what extent does emotional intelligence depend on the career longevity of special education teachers?; To what extent does the mean emotional intelligence of special education teachers vary by school level factors?; To what extent does the mean emotional intelligence of special education 2 teachers vary by socio-demographic factors? Results of the study indicated that the emotional intelligence ratings of veteran special educator respondents, was on average, significantly higher than the emotional intelligence ratings of respondents their nonveteran peer respondents. Comparisons of the mean emotional intelligence ratings for respondents when grouped by various socio-demographic and school level factors showed results of mixed significance. Statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped according to experience, race, age, annual salary, level of degree held, type of teacher preparation program completed and socioeconomic status. No statistically significant differences were found in the mean emotional intelligence ratings of respondents when grouped by sex or urban/rural school location. This study's findings hold greatest implications for school administrators, those persons who are responsible for teacher preparatory training, students who receive special education support and special educators."],"dc:identifier":["https://digitalcommons.georgiasouthern.edu/etd/308"],"dc:subject":["ETD","Special educators","Career decisions","Career longevity","Emotional intelligence","Demographic factorsHouston County","Educational leadership"],"dc:title":["Emotional Intelligence as a Predictor of Career Longevity Among Special Education Teachers in the Houston County, Georgia, School System"],"thesis:degree_discipline":["Department of Leadership, Technology, and Human Development"],"thesis:degree_level":["Dissertation (open access)"],"thesis:degree_name":["Doctor of Education in Education Administration (Ed.D.)"]},"updated_at":"2026-07-24T02:26:46Z"}