Date

11-2013

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Amanda Rockinson-Szapkiw

Keywords

Burnout, CQS, Cultural Intelligence, Effective Leadership, Higher Education, Transformational Leadership

Disciplines

Educational Assessment, Evaluation, and Research | Educational Leadership | Other Teacher Education and Professional Development | Teacher Education and Professional Development

Abstract

This correlational study used standard multiple regression to determine if there was a relationship between the factors of cultural intelligence (metacognitive CQ, cognitive CQ, motivational CQ, and behavioral CQ) and transformational leadership in doctoral students. This study also sought to determine the best predictor of burnout by using a standard multiple regression to determine which factors of cultural intelligence and transformational leadership predicted doctorate of education students' levels of burnout. The sample size for the first research question was 191 participants from a large private university in Virginia, and the sample size for question number two was 178 participants from the same university. The Cultural Intelligence Scale (CQS) measured cultural intelligence. The Multifactor Leadership Questionnaire (MLQ) measured transformational leadership, and the Maslach Burnout Inventory-Educators Survey (MBI-ES) measured burnout. The results indicated that the predictive model for transformational leadership was significant. Metacognitive CQ made the strongest unique contribution to the transformational leadership model with a Beta value of .53. Results also demonstrated that the predictive model for burnout was significant. The variables that significantly contributed to the model included motivational CQ, inspirational motivation, intellectual stimulation, and individualized consideration.