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  • cours magistral - matière potentielle : fut une surprise pour ses concepteurs
Françoise Massit-Folléa ENS lettres et sciences humaines, Lyon Usages des Technologies de l'Information et de la Communication : acquis et perspectives de la recherche paru in Le Français dans le Monde, n°spécial de janvier 2002 « Apprentissage des langues et technologies : des usages en émergence » Alors que l'étude des médias de masse a longtemps été une spécialité anglo-saxonne dans les recherches en communication, celle des usages des technologies de l'information et de la communication (TIC) constitue un courant fécond pour les chercheurs francophones (Québec, France, Belgique, principalement).
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  • initial aux technologies
  • coopération franco-québécoise
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Nombre de lectures 57
Langue English

Exrait











Emotional Intelligence: The Link to School Leadership Practices

That Increase Student Achievement

by

Karen Kay Wendorf-Heldt






A Dissertation presented in partial fulfillment of the requirements for the

Doctor of Philosophy degree in

Leadership for the Advancement of Learning and Service





College of Education and Leadership

Cardinal Stritch University




May, 2009







Dissertation Approval
As members of the dissertation committee for Karen Kay Wendorf-Heldt, and on behalf
of the Doctoral Leadership Studies Department at Cardinal Stritch University, we affirm
that this report meets the expectations and academic requirements for the Ph.D. degree in
Leadership for the Advancement of Learning and Service.

Nancy Stanford-Blair, Ph.D., Chairperson Approval Date


Peter M. Jonas, Ph.D. Approval Date


Donald J. Viegut, Ed.D. Approval Date


As the Dean of the College of Education and Leadership, and on behalf of the Doctoral
Program at Cardinal Stritch University, I affirm that this report meets the expectations
and academic requirements for the Ph.D. degree in Leadership for the Advancement of
Learning and Service.



Anthea Bojar, Ph.D. Approval Date












































Copyright by Karen Kay Wendorf-Heldt 2009
All Rights Reserved

Dedication and Acknowledgements

I dedicate this dissertation to all those who planted seeds, who provided
sunshine and rain, who faithfully pruned and weeded, who provided clear paths to
follow, who noticed potential and nurtured it, who faithfully offered up prayers, who
gave counsel along the way, who encouraged the work in progress, and who waited ever
so patiently for the fruits of their labor to show.
To my Heavenly Father, thanks for grace abundant and free. To my husband
Bruce and my children Benjamin and Hannah, thank you for all you’ve sacrificed during
this doctoral journey: time with me, home-cooked meals, a clean house, my presence in
your lives. Thank you for giving me the time, place, and quiet I needed to study, read,
and write. I could not have accomplished this without your support. To my parents
Darroll and Lois, my dear friend Judy, my extended family, friends, and professional
colleagues—each of you has helped to shape the human being I am becoming. I am
grateful to all of you for your love, your presence, and your collective impact in my life.
To my dissertation chair, Nancy Stanford-Blair, thank you for your guidance,
wisdom, patience, and encouragement. You walked with me every step of the way,
always making me feel confident in my ability to complete the research and dissertation.
Peter Jonas, thank you for your help in staying on course and for constantly reminding
me that “data are plural” and that we can’t “prove” anything in research. To my dear
friend and mentor, Don Viegut, thanks for nagging me for so long to get my doctorate;
it’s been an incredible journey of personal and professional growth. You continue to see
potential in me and possibilities that I never imagine. You challenge me, provide support,
and remind me frequently not to take myself and life so seriously. I wouldn’t be the
leader I am without your influence. To Cohort Eleven, I am blessed to have known each
of you. We have laughed together, cried together, and debated passionately together. You
are amazing, life-transforming, learning leaders who will make the world better through
your service. KNOW-DO-BE!
i
Abstract
The global economy and recent federal legislation demand that today’s public
school principals increase student achievement (U.S. Department of Education, 2002). As
such, principals need to know what leadership practices will make a difference in student
learning. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of relevant
research to determine that 21 school leadership practices positively impact student
achievement. At the same time, other research has been done linking emotional
intelligence to effective leadership that enhances organizational performance (Goleman,
Boyatzis, & McKee, 2002).
The purpose of the mixed methods, explanatory design study was to determine if
a relationship exists between emotional intelligence and research-based school leadership
practices. A random sample of 285 public school K-12 principals in the state of
Wisconsin was surveyed using a valid, reliable, two-part instrument designed by the
researcher. Part one of the survey measured principals’ engagement in the 21 leadership
practices. Part two of the survey measured principals’ emotional intelligence. Correlation
research was conducted using the two parts of the self-report survey and results were
analyzed. Additionally, eleven principals from the survey sample, demonstrating high
levels of emotional intelligence and high levels of engagement in research-based school
leadership practices, were interviewed to gain further insight into their formation as
leaders and their leadership practice.
Results of the study indicate that there is a strong, positive correlation between
emotional intelligence and research-based school leadership practices and that the
development of emotional intelligence is influenced by identifiable and replicable factors.
ii
Therefore, it is reasonable to conclude that districts that make an intentional effort to
create awareness of emotional intelligence, as well as to hire, develop, and retain
emotionally intelligent school leaders may be more likely to reach their organizational
goals related to increasing the academic achievement of all students.




















iii
Table of Contents

Page
Approval Page

Copyright Page

Dedication and Acknowledgements ...........................................................................i

Abstract ..................................................................................................................... ii

Table of Contents ......................................................................................................iv

List of Tables ......................................................................................................... viii

List of Figures.............................................................................................................x


CHAPTER ONE: INTRODUCTION ........................................................................1

Background of the Study ...............................................................................1
Statement, History, and Current Status of the Problem ........................2
Theory and Action Related to the Problem ...........................................4
Need for Further Study of the Problem .................................................7
Purpose of the Study ......................................................................................9
Approach of the Study .................................................................................10
Significance of the Study .............................................................................10
Contribution to Knowledge, Theory, and Practice .............................14
Limitations and Delimitations of the Study 15
Assumptions ........................................................................................15
Timeframe ...........................................................................................16
Vocabulary of the Study ..............................................................................16
Summary and Forecast 21


CHAPTER TWO: LITERATURE REVIEW ..........................................................22

Organization of Review ...............................................................................22
Review of Research and Theory About Emotional Intelligence .................23
Emotional Intelligence Defined ........................................................23
Self-awareness ......................................................................24
Self-management ..................................................................25
Social Awareness25
Relationship Management ....................................................26
iv
The Role of the Brain in Emotional Intelligence..............................26
Related Research...............................................................................29
Measuring Emotional Intelligence....................................................31
Developing Em ..................................................34

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