This mixed‐method study of 48 P–12 school administrators across three southeastern states was done to begin investigation of the impact of nontraditional leadership factors. As evidenced by the results, there is a strong correlation between the factors of emotional intelligence and resilience and leadership success.

Just as the quality of teachers affects students’ academic success, the quality of school leadership issignificantly related to student achievement, (Leithwood and Jantzi, 2000). The job of the schooladministrator is challenging in any set of circumstances, but the leadership in low and marginallyperforming schools presents additional and unique challenges. In fact, some districts are faced with thesocio-economic circumstances often correlated with poor performance (Heck, 1992). Breaking thecycle of poverty for these students is much more likely to occur if the type of quality educationalprogramming afforded to prospective school administrators is dramatically and innovatively enhanced.

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