A Quantitative Examination of Emotional Intelligence among Primary and Secondary School Principals in the Guam Department of Education

Author(s)

Forrest Ceasar Anderson Chargualaf, Liberty UniversityFollow

Date

7-4-2023

Department

Helms School of Government

Degree

Doctor of Philosophy

Chair

Debra Neville

Keywords

Emotional Intelligence, Educational Leadership, School Principals

Disciplines

Educational Leadership | Public Affairs, Public Policy and Public Administration

Recommended Citation

Chargualaf, Forrest Ceasar Anderson, "A Quantitative Examination of Emotional Intelligence among Primary and Secondary School Principals in the Guam Department of Education" (2023). Doctoral Dissertations and Projects. 4597.
https://digitalcommons.liberty.edu/doctoral/4597

Abstract

This quantitative study aims to evaluate the Guam Department of Education (GDOE) primary and secondary school principals’ emotional intelligence in Guam to inform emotional intelligence-based professional development training. The significance of the study is it establishes an emotional intelligence baseline for GDOE and yields contextual data to help create emotional intelligence-based professional development for GDOE school principals. The study is a non-experimental, correlational quantitative research design with a proposed sample size of 84 GDOE school principals, consisting of two populations: GDOE primary (42) and secondary school principals (42). From the sample pool of 84 school principals, 45 school participants met full participation status. The instruments employed are the Emotional Intelligence Inventory (EQ-i) 2.0 and the Professional Development Survey, with a two-week data collection period via online medium. The data analysis techniques for the study’s research questions are the independent sample t-test and linear regression. Results indicate there is no statistical significance difference between GDOE primary and secondary school principals’ overall emotional intelligence and their five emotional intelligence composite scores; however, it shows a statistical significance between GDOE’s primary and secondary school principals’ overall emotional intelligence and their need for professional development. Recommendations for future research are (1) extend sample populations to private school principals, (2) extend sample populations to the school’s teacher and staff populations, (3) put a higher emphasis on leadership effectiveness in emotional intelligence studies, and (4) integrate qualitative research methodology.