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.