Emotional-Social Intelligence, Leadership, and Gender in Contemporary New Jersey School Districts
type: CreativeWork
description: The purpose of this study was to examine the relationship between the self-perceived emotional-social intelligence and the self-perceived leadership characteristics of New Jersey educational administrators in relation to issues potentially complicated by gender. Both emotional-social intelligence and leadership were categorized into more specific aspects for comparison purposes. I administered a version of the Bar-On EQ-i test (EQ-i 2.0 online version) for emotional intelligence to school administrators in educational leadership positions in various New Jersey school districts. Additionally, the educational administrators completed the online version of the Leadership Practices Inventory assessment by Kouzes and Posner measuring “The Five Practices of Exemplary Leadership.” A minimum sample of twenty-five participants was sought from across all district types in New Jersey via emailed invitations to over five hundred individuals. More than twenty-five administrators ultimately agreed to participate; however, out of the forty-two administrators who did so and completed the consent agreement, two elected to formally withdraw their participation after the research was in process. Any completed responses from these two individuals were withdrawn from final analyses. From the remaining forty participants, two female administrators did not complete the EQ-i 2.0 assessment, and one male and three females did not complete the LPI assessment. Although the proposal for this research initially included a potential open-ended semi-structured interview designed by the researcher in which specific points would be analyzed if the need for such emerged from the quantitative data collection process, this phase ultimately did not occur; however, it is my recommendation that a fully independent but related qualitative project be undertaken in the future. Several research questions were posed and studied. It was assumed that there are no significant differences between male and female …
abstract: The purpose of this study was to examine the relationship between the self-perceived emotional-social intelligence and the self-perceived leadership characteristics of New Jersey educational administrators in relation to issues potentially complicated by gender. Both emotional-social intelligence and leadership were categorized into more specific aspects for comparison purposes. I administered a version of the Bar-On EQ-i test (EQ-i 2.0 online version) for emotional intelligence to school administrators in educational leadership positions in various New Jersey school districts. Additionally, the educational administrators completed the online version of the Leadership Practices Inventory assessment by Kouzes and Posner measuring “The Five Practices of Exemplary Leadership.” A minimum sample of twenty-five participants was sought from across all district types in New Jersey via emailed invitations to over five hundred individuals. More than twenty-five administrators ultimately agreed to participate; however, out of the forty-two administrators who did so and completed the consent agreement, two elected to formally withdraw their participation after the research was in process. Any completed responses from these two individuals were withdrawn from final analyses. From the remaining forty participants, two female administrators did not complete the EQ-i 2.0 assessment, and one male and three females did not complete the LPI assessment. Although the proposal for this research initially included a potential open-ended semi-structured interview designed by the researcher in which specific points would be analyzed if the need for such emerged from the quantitative data collection process, this phase ultimately did not occur; however, it is my recommendation that a fully independent but related qualitative project be undertaken in the future. Several research questions were posed and studied. It was assumed that there are no significant differences between male and female …
author: Jacquelin, Noelle
language: eng
keywords: Educational leadership, Psychology, Cognitive, Organizational behavior, Emotional intelligence, Gender, Leadership, Organizational structure, School, Social intelligence
license: http://rightsstatements.org/vocab/InC/1.0/
date published: 2017
date modified: 2026-07-27T21:21:50Z
provider: Temple University
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: Temple University. Libraries

PropertyValue
property ID: Handle
value: http://hdl.handle.net/20.500.12613/1517