The purpose of this study was to systematically examine primary research about the integration of school leadership intelligence and effective leadership practices. Neuroscience as it relates to school leadership is an emerging topic in the field of education. The conceptual framework for this study was focused on three areas of intelligences and their relationship to applied neuroscience. The theoretical foundations were derived from Goleman’s emotional intelligence, Glasser’s conversational intelligence, Ang and Van Dyne’s cultural intelligence, and Thorndike and Stein’s social intelligence. The theoretical underpinnings for each intelligence was aligned to Rock’s SCARF Model (status, certainty, autonomy, relatedness, fairness). A systematic literature review was conducted to draw conclusions of how the principles of neuroscience, leadership practices, and theories of intelligence could explain the importance of an individual’s SCARF position for overall effectiveness. The researcher describes the relationship between leadership effectiveness and school leadership intelligence and its role in increasing employee engagement, motivation, and productivity. Keyword searches in databases and educational journals were used to narrow the primary research meeting the inclusion and exclusion criteria. A content analysis method from Rock’s SCARF Model was used to code the content and conduct the analysis. Conclusions were drawn using research findings on neural networks for problem solving and decision making, emotion regulation, facilitating change, and influencing and collaborating with individuals.
","abstract_html":"<p>The purpose of this study was to systematically examine primary research about the integration of school leadership intelligence and effective leadership practices. Neuroscience as it relates to school leadership is an emerging topic in the field of education. The conceptual framework for this study was focused on three areas of intelligences and their relationship to applied neuroscience. The theoretical foundations were derived from Goleman’s emotional intelligence, Glasser’s conversational intelligence, Ang and Van Dyne’s cultural intelligence, and Thorndike and Stein’s social intelligence. The theoretical underpinnings for each intelligence was aligned to Rock’s SCARF Model (status, certainty, autonomy, relatedness, fairness). A systematic literature review was conducted to draw conclusions of how the principles of neuroscience, leadership practices, and theories of intelligence could explain the importance of an individual’s SCARF position for overall effectiveness. The researcher describes the relationship between leadership effectiveness and school leadership intelligence and its role in increasing employee engagement, motivation, and productivity. Keyword searches in databases and educational journals were used to narrow the primary research meeting the inclusion and exclusion criteria. A content analysis method from Rock’s SCARF Model was used to code the content and conduct the analysis. Conclusions were drawn using research findings on neural networks for problem solving and decision making, emotion regulation, facilitating change, and influencing and collaborating with individuals.</p>","abstract_has_math":false,"creators":["Pope, Sheria Nicole"],"institution":null,"degree_name":"Doctor of Education (EdD)","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Michelle Collay","Brianna Parsons","Ella Benson"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-12-01T08:00:00Z","date_published":"2019-12-01T08:00:00Z","updated_at":"2026-07-24T05:21:27Z","subjects":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dune.une.edu/theses/285","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Michelle Collay","Brianna Parsons","Ella Benson"]},{"key":"dc:creator","label":"Author","values":["Pope, Sheria Nicole"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2020-05-04T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (EdD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Assessment, Evaluation, and Research","Educational Leadership"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dune.une.edu/theses/285"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to systematically examine primary research about the integration of school leadership intelligence and effective leadership practices. Neuroscience as it relates to school leadership is an emerging topic in the field of education. The conceptual framework for this study was focused on three areas of intelligences and their relationship to applied neuroscience. The theoretical foundations were derived from Goleman’s emotional intelligence, Glasser’s conversational intelligence, Ang and Van Dyne’s cultural intelligence, and Thorndike and Stein’s social intelligence. The theoretical underpinnings for each intelligence was aligned to Rock’s SCARF Model (status, certainty, autonomy, relatedness, fairness). A systematic literature review was conducted to draw conclusions of how the principles of neuroscience, leadership practices, and theories of intelligence could explain the importance of an individual’s SCARF position for overall effectiveness. The researcher describes the relationship between leadership effectiveness and school leadership intelligence and its role in increasing employee engagement, motivation, and productivity. Keyword searches in databases and educational journals were used to narrow the primary research meeting the inclusion and exclusion criteria. A content analysis method from Rock’s SCARF Model was used to code the content and conduct the analysis. Conclusions were drawn using research findings on neural networks for problem solving and decision making, emotion regulation, facilitating change, and influencing and collaborating with individuals.
"]},{"key":"dc:title","label":"Title","values":["A Systematic Literature Review Of School Leadership Intelligences For The Development Of Neuro-Educational Leadership"]}]}],"canonical_facts":{"dc:contributor":["Michelle Collay","Brianna Parsons","Ella Benson"],"dc:creator":["Pope, Sheria Nicole"],"dc:date.available":["2020-05-04T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to systematically examine primary research about the integration of school leadership intelligence and effective leadership practices. Neuroscience as it relates to school leadership is an emerging topic in the field of education. The conceptual framework for this study was focused on three areas of intelligences and their relationship to applied neuroscience. The theoretical foundations were derived from Goleman’s emotional intelligence, Glasser’s conversational intelligence, Ang and Van Dyne’s cultural intelligence, and Thorndike and Stein’s social intelligence. The theoretical underpinnings for each intelligence was aligned to Rock’s SCARF Model (status, certainty, autonomy, relatedness, fairness). A systematic literature review was conducted to draw conclusions of how the principles of neuroscience, leadership practices, and theories of intelligence could explain the importance of an individual’s SCARF position for overall effectiveness. The researcher describes the relationship between leadership effectiveness and school leadership intelligence and its role in increasing employee engagement, motivation, and productivity. Keyword searches in databases and educational journals were used to narrow the primary research meeting the inclusion and exclusion criteria. A content analysis method from Rock’s SCARF Model was used to code the content and conduct the analysis. Conclusions were drawn using research findings on neural networks for problem solving and decision making, emotion regulation, facilitating change, and influencing and collaborating with individuals.
"],"dc:identifier":["https://dune.une.edu/theses/285"],"dc:subject":["Educational Assessment, Evaluation, and Research","Educational Leadership"],"dc:title":["A Systematic Literature Review Of School Leadership Intelligences For The Development Of Neuro-Educational Leadership"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (EdD)"]},"updated_at":"2026-07-24T05:21:27Z"}