A Descriptive Study of Emotional Intelligence Among Teachers and Administrators in a Public Suburban Pennsylvania School District
Date of Award
Spring 2025
Document Type
Dissertation
Degree Name
Doctor of Education in Organizational Leadership (EdD)
Committee Chair
Donis Toler
Committee Member
Jennifer Nichols
Committee Member
Crissie Jameson
Abstract
A curriculum includes standards, learning objectives, and content that form the foundation of an educational program. It outlines what students are expected to learn, how they will learn it, and how their learning will be assessed. A curriculum change could require a shift in teachers’ pedagogical thinking, innovative and creative thinking, adjusting assessment practices, and continuous professional development. Administrators must also adapt their management and leadership style to create a safe learning environment for all teachers. This study will focus on how elementary school teachers and administrators describe their emotional intelligence during an English Language Arts (ELA) curriculum change. Emotional intelligence includes emotional and social skills that affect how people perceive, communicate, develop relationships, work through obstacles, and make decisions. This qualitative descriptive study used Daniel Goleman’s framework on emotional intelligence to analyze individual one-on-one interviews through the lens of his five components of emotional intelligence: self-awareness, self-regulation, self-motivation, empathy, and social skills.
Recommended Citation
Rine, Christine, "A Descriptive Study of Emotional Intelligence Among Teachers and Administrators in a Public Suburban Pennsylvania School District" (2025). All Doctoral Student Dissertations. 212.
https://fuse.franklin.edu/docpub/212
