Date

8-20-2026

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Alex Oldham

Keywords

Army, leader, education, educational leadership, emotional intelligence, transition, leadership

Disciplines

Educational Leadership

Abstract

The purpose of this transcendental phenomenological study was to explore the lived experiences of transitioning into civilian educational leadership roles for U.S. Army leaders at educational institutions throughout the Southwestern and Eastern United States. Guided by Goleman’s emotional intelligence theory, this study addressed the lack of transition mentorship by examining the lived experiences, motivations, transition challenges, and existing support programs for these leaders. Utilizing a qualitative, transcendental phenomenological design, data were collected through semi-structured interviews, reflective journals, and artifacts. The findings revealed four central themes: identity reconstruction and loss of purpose, leadership style adaptation, emotional intelligence as a developed competency, and the critical role of support systems. Participants described transitioning as a complex personal and professional transformation requiring them to adapt military approaches to collaborative educational environments, develop emotional intelligence, and rely on mentorship and peer networks. These findings contribute to the understanding of military-to-civilian leadership transitions and may inform the development of targeted mentorship and transition support programs for U.S. Army leaders pursuing educational leadership careers.

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