A Leader’s Emotional Self-Control and Management of Others Impacts a School’s Climate

Abstract

A quantitative study with a correlational design, analyzed responses from a target population of more than 200 teachers employed in over four dozen urban and suburban schools in the New York metropolitan area. A sample of 42 teachers completed the Inviting School Survey-Revised and the Genos 360 EI AssessmentConcise Rater. Subsequent simple linear regression procedures found Emotional Self-Control [β = 0.486, t(74) = 2.016, p = 0.052] and Emotional Management of Others [β = 0.494, t(74) = 2.310, p = 0.027] predict a strong relationship in the positive direction between four of the five Inviting School Survey-Revised (ISS-R) domains of school climate. Analysis of the leaders’ demonstrated Emotional SelfAwareness [β = - 0.172, t(74) = - 0.816, p = 0.420] results identified a strong relationship in the negative direction between all five ISS-R dimensions of school climate. Implications suggest educational leaders seeking to improve school climate should develop and demonstrate emotional intelligence skills and tenets of Invitational Education theory.

Developing Emotional and Social Intelligence in an education leadership postgraduate program: Perceptions of aspiring school leader

“…These results corroborate previous studies where EI training has increased leadership skills in aspiring leaders (Sánchez-Núñez et al, 2015). It also highlights the importance of developing the social-emotional skills of veteran and aspiring school leaders (Anderson, 2019;Gomez-Leal, et al, 2021;Mahfouz & Gordon, 2020;Mahfouz, et al, 2019).…”

Inviting Success When Implementing Social Emotional Learning into Secondary Suburban Classrooms

“…The administrators and teachers of the schools that have been implementing SEL standards make clear that a unified, intentionally inviting message is needed. Their beliefs echo thoughts around the positive impact of an intentionally inviting school advocated by Young and Schoenlien (2017) and Anderson (2019). In this regard, the participating district can do better.…”

“…Moreover, invitational education utilizes a starfish symbol as an analogy for the emphasis placed on the all-encompassing approach expected of invitational organizations. Known as the five P's, the five domains: People, Places, Policies, Programs, and Processes were also discussed in research by Anderson (2019), Mattison (2015), Mattison and Blader (2013), and Weissberg and Cascarino (2013), which described the effective implementation of learning and social interventions in schools. revealed successful SEL requires support from family and community partnerships, school-wide practice and policies, and curriculum and instruction.…”