Date of Award

1-2026

Document Type

Thesis

Degree Name

Doctor of Education (EdD)

Department

Organizational Leadership

First Advisor

Jonathan Greenberg

Second Advisor

Philip Pendley

Third Advisor

Timothy McCarty

Abstract

Purpose: The purpose of this phenomenological study was to determine how the key emotional intelligence (EI) dimensions of self-awareness, self-regulation, social awareness, and relationship management impact the leadership effectiveness of exemplary elementary school principals in terms of decision making, interpersonal relationships, and overall school climate.Methodology: Thirteen elementary school principals from Stanislaus County, Northern California, with at least 3 years of experience participated in semi-structured interviews. Data were transcribed and analyzed using Moustakas’s (1994) transcendental phenomenological approach, facilitated by NVivo 15 software. Trustworthiness was ensured through member checking, peer debriefing, and interrater reliability (80%).

Findings: Seven major themes emerged. First, self-awareness functions as the foundational EI dimension, essential for reflective practice and emotional regulation. Second, self-regulation primarily prevents problematic behaviors, with principals adopting a "respond versus react" approach. Third, social awareness enables proactive leadership by anticipating stakeholder needs. Fourth, relationship management is the primary mechanism translating EI into organizational outcomes, especially trust-building. Fifth, systematic professional development has standardized language, scenarios, and frameworks across participants. Sixth, elementary school contexts intensify EI application compared to secondary settings. Seventh, EI dimensions operate as an integrated system rather than as isolated skills.

Conclusion: EI is critical for elementary school leadership, with relationship management serving as the culmination of other competencies influencing teacher retention, school climate, and stakeholder satisfaction. Systematic district-level professional development has fostered shared vocabulary and frameworks, though questions about authenticity versus idealization remain. The small staff, close parent relationships, and developmental needs of young students amplify EI’s importance in elementary settings.

Recommendations: Principal preparation programs should integrate EI development throughout curricula. Districts should implement multiyear, tailored EI programs with assessments and coaching. Evaluation systems should include EI competencies, and resources should be created for elementary-specific application. States should revise licensure to include demonstrated EI proficiency. Future research should employ mixed-methods, longitudinal designs, and explore contextual factors, potential negative effects, and cultural influences on EI in authentic practice.

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