Lesley University DigitalCommons@Lesley Educational Studies Dissertations Graduate School of Education (GSOE) 2015 Understanding Principals' Use of Emotional Intelligence to Influence Their School Communities Linda Pratt Maresca Lesley University Follow this and additional works at: https://digitalcommons.edu/education_dissertations Part of the Educational Leadership Commons Recommended Citation Pratt Maresca, Linda, "Understanding Principals' Use of Emotional Intelligence to Influence Their School Communities" (2015). Educational Studies Dissertations.edu/education_dissertations/2 This Dissertation is brought to you for free and open access by the Graduate School of Education (GSOE) at DigitalCommons@Lesley. It has been accepted for inclusion in Educational Studies Dissertations by an authorized administrator of DigitalCommons@Lesley. For more information, please contact digitalcommons@lesley.edu, cvrattos@lesley.
Running head: UNDERSTANDING PRINCIPALS’ USE OF EI Understanding Principals’ Use of Emotional Intelligence to Influence Their School Communities A Dissertation Presented by Linda Pratt Maresca Submitted to the Graduate School of Lesley University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY September 2015 School of Education UNDERSTANDING PRINCIPALS’ USE OF EI iii Understanding Principals’ Use of Emotional Intelligence to Influence Their School Communities Abstract This qualitative hermeneutic phenomenological study sought to understand more deeply the phenomenon of principals’ use of emotional intelligence (EI) to influence their school communities. Studies about principal preparation (Singh, Manser, & Mestry, 2007; Krugliak Lahat, 2009; Hebert, 2011), suggest that principals in training do not receive guidance about how to develop the emotional capabilities necessary to influence how schools function. This interpretive study sought to reveal how participants understood EI and to identify the EI skills and strategies that participants described as essential. In-depth interviews with three experienced Massachusetts principals provided a large set of narrative accounts that were analyzed.
Specific strategies (Daiute, 2014) and templates (Crabtree and Miller, 1992; Miles and Huberman, 1994) were employed to extrapolate meaning from the narratives. This data was interpreted as five major findings. Salovey and Mayer’s (1990) Four-Branch Model of Emotional Intelligence Domains was the theoretical benchmark selected and referenced. Although the small sample size does not make findings generalizable, the design makes it possible to show how the phenomena of EI use by principals connects to the larger body of scholarship concerning EI.
The key conclusion drawn from the study’s findings indicate that participants broadly understood emotional intelligence to mean the acumen that enables principals to build relationships and establish trust for the purpose of improving their schools. Subthemes participants considered essential included being open, being positive, being respectful, being inclusive, being an active listener, being self-reflective, being situationally aware, and managing one’s emotions. Strategies participants described entailed creating comprehensive entry and strategic plans, modeling UNDERSTANDING PRINCIPALS’ USE OF EI iv professional behavior, using evidence and using straightforward language. Participants’ practical recommendations comprise implementing these essential skills and strategies within leadership preparation programs, by providing for mentoring, and allowing students to discuss and apply theoretical ethical frameworks to practice.
Future research could include longitudinal or mixed- method studies and studying gender differences noted in leaders’ use of EI. Keywords: aspiring principals, emotional intelligence, Salovey and Mayer’s Four-Branch Model of Emotional Intelligence Domains, cognitive ability model, emotional labor, interpersonal intelligence, intrapersonal intelligence, adaptive work UNDERSTANDING PRINCIPALS’ USE OF EI v Dedication To Eli and Jesse I would like to dedicate this dissertation to my sons, Eli and Jesse. They have seen their dining room table taken over by papers, books, pens, and have seen their mother perennially hunched over a laptop for about six years now. Here’s to perseverance.
I hope that I have provided you both with a model of determination and patience for achieving your own goals. Now, let’s celebrate, guys, because the table is finally cleared! UNDERSTANDING PRINCIPALS’ USE OF EI vi Acknowledgements I would like to acknowledge the assistance of my dissertation committee, my advisor John Ciesluk, and readers Paul Naso and Jim Brown. Gentlemen, your help has been invaluable. I would also like to thank the Lesley community for supporting me in my endeavors, especially Michele.
To my dear friend Harsh, who always encourages. I can hear you saying “How are you doing, Linda?” Thank you, your support has meant the world to me. Thanks also to my students, past and present, especially Julie, Rebecca and Julia, who are all destined to accomplish great things. And, to my colleagues, Carol, Kim and Sue for being steadfast supporters through thick and thin.
Thanks to my mother, Patricia, who just knew I would be a teacher some day. Who knew that reading Clip-Clop to me endlessly would have such an impact? Thanks, Mom. And finally, a gratefulness for my dog, Deenie; You were the most patient listener a doctoral student could ever ask for. No matter how atrocious my first drafts were, you listened attentively as I read them aloud, and never doubted.
UNDERSTANDING PRINCIPALS’ USE OF EI vii Table of Contents Dedication. vi Table of Contents. vii List of Tables and Figures. xi CHAPTER 1: INTRODUCTION.
1 Personal Interest Statement. 1 Statement of the Problem. 2 Purpose of the Study. 9 Definition of Terms.
9 Significance of the Study. 12 Rationale for Use of a Hermeneutic Phenomenological Approach Using Narrative Inquiry Tools. 12 Rationale for Use of a Focus Group to Pilot the Study. 13 Interviews of Participants: Phase Two.
15 Chapter Two: Review of Literature. 16 Chapter Three: Method. 16 Chapter Four: Results. 16 Chapter Five: Summary, Discussion Future Research, and Final Reflections.
16 CHAPTER TWO: REVIEW OF LITERATURE. 18 Emotional Dimensions of Leadership. 20 The Emotional Intelligence of Managers. 22 A Schism in the Field.
23 Testing One’s Emotional Intelligence. 25 Emotional Intelligence Capacities Needed in Business Leadership and School Leadership Settings. 28 Managing Conflict and Emotions. 29 Tension and the Spaces in Between.
32 Differences Between Legislative and Executive Leadership Styles. 35 UNDERSTANDING PRINCIPALS’ USE OF EI viii Positive Thought. 38 Wounding Experiences and Disorienting Dilemmas. 41 What We Know About How Emotional Intelligence Capacities are Developed.
42 A Theoretical Grounding in Ethics. 43 A Theoretical Framework of Emotional Epistemologies. 45 Conflict is Inevitable. Leaders Considered to Exemplify Emotional Intelligence.
57 CHAPTER THREE: METHOD. 60 Overview of Study Design. 61 Participants and Setting. 73 Data Analysis Procedures.
75 Issues of Trustworthiness. 82 Difficulty In Convening a Focus Group. 82 Not Considering Other Models of Emotional Intelligence. 83 Not Considering a Mixed-method Research Design.
83 Not Considering Gender Differences. 83 Finding a Pool of Experienced Principals. 86 Having a Small Sample Size. 86 Considering Only Salovey and Mayer’s Four-Branch Cognitive Ability Model of Emotional Intelligence.
87 Constructing a Qualitative, Phenomenological Approach Focused on Narrative Analysis. 87 CHAPTER FOUR: RESULTS. 90 Organization of Data Analysis. 92 UNDERSTANDING PRINCIPALS’ USE OF EI ix Data Analysis of Research Question One.
96 Data Analysis of Research Question Two. 115 Research Question Two Findings. 118 Data Analysis of Research Question Three. 120 Research Question Three Findings.
126 Data Analysis of Research Question Four. 128 Research Question Four Findings. 140 Analysis of Research Question Five. 142 Research Question Five Findings.
148 Analysis of Research Question Six. 149 Research Question Six Findings. 154 Five Major Findings. 157 CHAPTER 5: SUMMARY, DISCUSSION, FUTURE RESEARCH, AND FINAL REFLECTIONS.
160 Purpose and Research Questions. 175 UNDERSTANDING PRINCIPALS’ USE OF EI x Conclusion. 184 Ways in Which I Could Improve Future Studies. 192 Appendix A: Salovey and Mayer’s Four-Branch Model of Emotional Intelligence Domains.
192 Appendix B: Lesley Intranet Email Invitation. 193 Appendix C: MSSAA Intranet Invitation to Participate in Research. 195 Appendix D: Initial Phase One Interview Questions. 197 Appendix E: Revised Phase One Interview Questions.
198 Appendix F: Phase Two Interview Questions. 200 Appendix G: Research Questions/Interview Questions Matrix. 202 Appendix H: Initial Thematic Data Summary Sheet. 203 Appendix I: Revised Thematic Data Summary Sheet.
205 Appendix J: Plot Analysis. 207 Appendix K: Significance Markers. Leaders/School Leaders Comparison Thematic Data Summary Sheet. 213 Appendix M: School Leaders Comparison Thematic Data Summary Sheet.
280 Appendix Q: Condensed Thematic Data Summary Sheets Research Question One. 303 Appendix R: Condensed Thematic Data Summary Sheets Research Question Five. 305 Appendix S: Condensed Thematic Data Summary Sheets Research Question Six. 307 Appendix T: Combined Shared Indicators For All Interview Questions 1-15.
308 Appendix U: Suggestions for Future Thematic Data Summary Sheet. 313 Appendix V: Interview Questions, Tools and Templates That Informed Each Research Question. 318 UNDERSTANDING PRINCIPALS’ USE OF EI xi List of Tables and Figures Table 1 Salovey and Mayer’s Four Branch Model of emotional intelligence domains. 24 Figure 1 The Reinforcing Spiral “Progression” of Connected Emotional Knowing.
48 Figure 2 A Conceptual Model. 179 UNDERSTANDING PRINCIPALS’ USE OF EI 1 CHAPTER 1: INTRODUCTION The purpose of this qualitative study was to describe and analyze principals’ accounts of their understanding, acquisition, and development of emotional intelligence (EI) and their use of EI to influence their respective school communities. This study was firmly rooted in a hermeneutic phenomenological approach and employed narrative inquiry techniques and tools to provide further insights into the emotional intelligence capacities principals report using to lead their schools. The study also used principals’ accounts to investigate whether emotional intelligence development coursework should be included in educational leadership preparation programs.
The study sought to find both the common and distinct topics and themes in participants’ lived experiences, and to improve current and future leaders’ successes in leading their schools. The study sought to understand whether principals regarded the knowledge, development and use of emotional intelligence as critical and necessary parts of their professional repertoires. Personal Interest Statement Prior to this inquiry, I interviewed four principals at various career stages. Their candid reflections exposed a perceived gap between the affective intelligences which they reported principals need and the formal instruction they received regarding emotional intelligence in their preparatory programs.
Therefore, I proposed a hermeneutic phenomenological study of “experienced” principals to create a rich account of the understanding and value each participant placed on the topic of emotional intelligence within his or her professional practice. For the purposes of this study, an “experienced” principal is defined as someone who has served in this capacity for ten or more years within the same school setting. UNDERSTANDING PRINCIPALS’ USE OF EI 2 As someone who is deeply interested in the development of principals, I view the principal’s role as one that is highly social or affective in nature. This view and interest aligns with my philosophical preference for a social constructivist approach to the design of the study.
Accordingly, I constructed and utilized an interpretive one-on-one interview protocol with my research participants to better understand their experiences and this phenomenon. This study sought to reveal how participants acquired, developed and used the capacities indicative of emotional intelligence in their professional lives and how that knowledge may have led to adaptations in their professional practice over time. The themes found evident in each participant’s lived experiences may offer meaning and insight to many, including the participants, the researcher, and especially, current principals and new principals who are embarking on their professional journeys. This study also offered advice for those developing educational leadership preparation programs.
Chapter One briefly explains the nature of the study:(a) statement of the problem, (b) statement of the purpose, (c) research questions, (d) definition of terms, (e) method (f) delimitations, (g) significance of the study, and (h) chapter outline. Statement of the Problem The study of the emotional intelligence of leaders in the business sector receives much attention. Goleman (2013) states that “a primary task of leadership is to direct attention” and specifically “to do so, leaders must learn to focus their own attention…an inward focus, a focus on others, and an outward focus” (p. This statement aligns with Salovey and Mayer’s (1990) original definition of emotionally intelligent people as “those who have the ability to self-assess and modulate their behavior in order to guide others” (p.