Date of Award

3-1-2017

Document Type

Dissertation

Degree Name

Doctorate of Education, Ed.D.

College

College of Education

Department

Education

First Advisor

Mark E. Jimenez, Ed.D.

Second Advisor

Robert H. Voelkel, Ed.D.

Third Advisor

Doris M. Dickerson , Ed.D.

Abstract

This study sought to describe selected “beat the odds” schools in Washington state based on the levels of emotional intelligence of classroom teachers. In total 5 schools were selected to participate, and 3rd-5th grade teachers were invited to complete the EQ-i 2.0, a validated emotional intelligence assessment. Participants also completed the validated School Culture Triage survey to assess teachers’ perspectives of school culture. In total, 20 teachers participated in the study, completing both survey instruments. A descriptive analysis of the EQ-i 2.0 results found that this sample of teachers had a mid-to high mean level of emotional intelligence on all subscales, composites, and total emotional intelligence scores. Significantly, 70% of the sample scored in the high range for social responsibility, and a majority of the sample scored within the high range for self-actualization and self-perception. 30% of the sample scored in the low range for assertiveness. A correlational analysis was also conducted to determine the linear relationship between each of the 5 composites of the EQ-i 2.0 and the 3 categories of the School Culture Triage. No significant relationships were found. There was a weak to moderate relationship between the stress management composite of the EQ-i 2.0 and the affiliative collegiality and self-determination/efficacy categories of the School Culture Triage.

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