Date

6-17-2026

Department

School of Music

Degree

Doctor of Philosophy in Music Education (PhD)

Chair

Michelle Swanson

Keywords

Emotional Intelligence, T-TESS, UIL Concert and sightreading, Music Education, Emotional Intelligence Assessment for Secondary Music Educators

Disciplines

Educational Assessment, Evaluation, and Research | Music

Abstract

This quantitative correlational study examined the relationship between emotional intelligence and teacher effectiveness among secondary music educators in Texas. Emotional intelligence was measured using the Emotional Intelligence Assessment for Secondary Music Educators (EIASME), a researcher-developed instrument comprised of the four domains of emotional intelligence: self-awareness, self-management, social awareness, and relationship management. Teacher effectiveness was assessed using the Texas Teacher Evaluation and Support System (T TESS) and the University Interscholastic League Concert and Sightreading (UIL C/SR) assessments. Data were collected via a digital Qualtrics survey completed by seventy-five qualifying respondents representing secondary directors in band, choir, and orchestra. Descriptive statistics and Pearson product–moment correlation analyses were conducted, in addition to Spearman rank-order correlations, to examine the distributional variabilities in UIL C/SR data. Results revealed a statistically significant, moderate positive correlation between emotional intelligence and T TESS scores, indicating that higher emotional intelligence was associated with higher levels of measurable instructional effectiveness. A small, but statistically significant, positive correlation was also found between T-TESS scores and UIL C/SR outcomes. No statistically significant direct relationship was identified between emotional intelligence and UIL C/SR ratings. These findings suggest that emotional intelligence contributes to observable, measurable instructional competencies evaluated through T-TESS and may subsequently influence student performance outcomes. The results support the integration of emotional intelligence development into music educator preparation programs and professional development curricula to enhance teacher effectiveness, student performance, and teacher retention.

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