Date of Award

Spring 2022

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

College

College of Education

Department

Department of Education

Primary Advisor

Dr. Karen Ingle

Second Advisor

Dr. Thomas Gollery

Third Advisor

Dr. James V. Shuls

Abstract

A punctuated equilibrium refers to periods of stability, with little or no change, disrupted by a punctuated period of rapid and dramatic change. A non-experimental quantitative research design investigated the degree of influence that emotional intelligence exerted upon predicting leadership ability and job satisfaction for school administrators during the punctuated equilibrium initiated by the COVID-19 pandemic. The Trait Emotional Intelligence Questionnaire Short Form (TEIQue-SF) was disseminated electronically and completed by 33 school administrators from a variety of academic institutions. Study participant perceptions of emotional intelligence were statistically significantly predictive of self-perceived effectual leadership during a punctuated equilibrium. The predictive effect of emotional intelligence on perceptions of effective leadership during a punctuated equilibrium was considered between large and very large. Based on the responses from the study participants, emotional intelligence was not found to be a statistically significant predictor of perceived job satisfaction during a punctuated equilibrium. The findings in the current study supported the theoretical assumption that emotionally intelligent leaders were more equipped to lead effectively through adversity. The results from the study may provide researchers and practitioners with information that may further an understanding of the complexities of emotional intelligence and its influence on leadership and job satisfaction while dealing with adversity during extreme and unexpected circumstances.

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