Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Jerry Vance Pickard
Keywords
emotional intelligence, administrative support, burnout, perception
Disciplines
Education
Recommended Citation
Weaver, James Alex, "Exploring the Role of High School Administrator's Emotional Intelligence in Classroom Teachers' Perceptions of Administrator Support: A Transcendental Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5906.
https://digitalcommons.liberty.edu/doctoral/5906
Abstract
The purpose of this study was to discover the role and influence of high school administrator’s emotional intelligence on classroom teachers’ perceptions of administrative support at a public high school in northern Delaware. The theory guiding this study is Goleman’s theory of emotional intelligence. This transcendental phenomenological study was concerned with ensuring that high school classroom teachers’ shared experiences regarding perceptions of administrator support at a public high school in northern Delaware as affected by emotional intelligence are described in a manner that allows for the phenomenon’s thematic elements to increase understanding. The study used individual interviews, focus groups, and journal prompts as the data collection methods for each of the ten classroom teachers that served as participants within the high school that served as the study’s site. Data was analyzed through various forms of coding which in turn led to structural and textural descriptions ultimately resulting in themes of the phenomenon’s essence. The study’s findings revealed that the emotional intelligence components of self-awareness, self-regulation, and empathy of an administrator directly influence classroom teachers’ perceptions of administrator support.
