An examination of the relationship of emotional intelligence levels to balanced leadership responsibilities and leadership effectiveness in high school principals

Recent changes in federal legislation accompanied by the threat of lost funding created a sense of urgency within educational systems to orchestrate changes that would increase the achievement of all students. Public concerns including low achievement levels, high drop-out rates, and inadequate preparation for college underscore an ever growing sense of urgency at the high school level. As high schools are required to raise levels of expectations and student achievement, the job of high school principal has transformed beyond managerial skill and instructional expertise to include relationship management requiring a set of emotions-based soft skills. Recent brain-functioning research has established the link between cognitive and emotional intelligence (Goleman, 1998; Goleman, Boyatzis, & McKee, 2002) while research in the field of leadership (Blake & Mouton, 1985; Bolman & Deal, 1997; Bruffee, 1997; Davis, 2003; Doyle & Smith, 2006; Fullan, 2001; George, 2004; Hersey & Blanchard, 1997; Kouzes & Posner,1987; Spillane & Camburn, 2006;) has placed emphasis on emotional competencies related to self and social emotional awareness and the regulation of emotions both personally and socially for the purpose of increasing leadership effectiveness. The fundamental problem being addressed through and guiding this study was: what emotional competencies reinforce leadership behaviors and practices that augment school improvement efforts resulting in increased student