Date of Award
Fall 12-17-2019
Document Type
Dissertation - University of Massachusetts Global access only
Degree Name
Doctor of Education (EdD)
Department
Organizational Leadership
First Advisor
Carlos Guzman
Second Advisor
Faith Polk
Third Advisor
Carol Riley
Abstract
Purpose: This descriptive, correlational study sought to determine the relationship between Head Start teachers’ emotional intelligence (EI) and their rated teaching practices that supports a preschool aged child’s social-emotional development.
Methodology: This correlational quantitative research design evaluated Head Start teachers’ EI scores in relationship to instructional support to preschool aged children. A purposive sampling of Head Start teachers was considered. A correlation statistical method was used in this study to determine the relationship between scores on the EI Appraisal scores and ratings on the EI Questionnaire.
Findings: Data revealed a weak negative relationship between the instruction of Head Start preschool children in the area of identity of self in relation to others and the Head Start teachers’ EI scores in self-awareness. In the instruction of Head Start preschool children, no relationship was found between child’s social emotional understanding and teachers’ EI scores in social awareness. A weak positive relationship was found between teaching practices that instruct child’s relationships with others and teachers’ EI scores in relationship management.
Conclusions: Although this study of Head Start teachers’ EI and their teaching practices support child social emotional development yielded no significant relationships, the research yielded three conclusions (a) the EI skill of self-awareness warrants further examination because it relates to the instruction of identity of self in relation to others, (b) the EI skill of social awareness may warrant further examination as determined by teachers’ EI scores, and (c) the EI skill of relationship management requires more understanding in terms of its connection to teachers’ ability to support children in conflict situations.
Recommendations: It is recommended that the early childhood education field continue to examine the Head Start teachers’ EI. Specifically, research related to EI should be infused into goal setting, coaching opportunities, and staff support processes.
Recommended Citation
Haley, Lauralie, "Through The Lens of Emotional Intelligence: Head Start Teachers’ Teaching Practices That Support Emotional Development and Their Emotional Intelligence Appraisal" (2019). Dissertations. 290.
https://digitalcommons.umassglobal.edu/edd_dissertations/290