Date of Award
9-21-2023
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Ibrahim Duyar
Committee Members
April Scott; Debra Smith
Call Number
LD 251 .A566d 2023 W54
Abstract
Teachers are leaving the profession as stress level continue to be on the rise due to emotional demands placed on teachers. The purpose of this qualitative study was to examine the factors and how teachers interpret the influence emotional intelligence (EI) on the retention of teachers in the Arkansas River Valley. The theoretical framework for this study was EI theory. This theoretical construct was identified in 1990 by psychologists John Mayer and Peter Salovey. Mayer and Salovey theorized that emotional intelligence comprised of four concepts: “Identifying emotions on a nonverbal level; using emotions to guide cognitive thinking; understanding the information emotions convey and the emotions generate; and regulating one’s emotions, for personal benefit and for the common good (Resilient Educator 2020). The current literature review invested the influence of emotional intelligence on teacher retention, teacher burnout, student achievement, job-related stress work environment, classroom management, and educational policy. Eleven one-on-one interviews were conducted to gather data for the qualitative case study. In additions five of the 11 participants were interviewed in a focus group. Arkansas teachers perceived some common themes on the factors that have positive or negative effects on teachers’ EI. The teachers had four common themes for Research Question 1: (a) student learning is at the top of the district’s values, (b) administrator and peer support, (c) ways to destress, and (d) reflecting on and redirecting one’s thoughts. Arkansas teachers had four common themes for Research Question 2: (a) supportive communication and feedback, (b) self-motivation and pride in oneself, (c) body language and understanding others, and (d) being a reflective educator. The first research question had three common themes for the focus group. The common themes were (a) teachers are positive and in their natural element, (b) mindfulness, and (c) time management and compartmentalization. The second research question had three common themes for the focus group: (a) awareness of others, (b) self-awareness, and (c) celebrations. The themes that were determined during data analysis correlate to the four components of EI of teacher self-being, self-control, emotionality, and sociability. The implications of the study were that teachers not only able to regulate and reflect on their own emotions, but on their peers as well. Principals and peer must communicate clear and transparent expectations. The climate and culture that is geared towards students success helps to build EL. Recommendations for future practice would allow teachers time to collaborate with their peers during the work day. Also, providing training and building time in the day for teachers to practice mindfulness. Recommendations for future research would be to study a larger teacher sample on the area of EI. Key words: compassion fatigue, emotional intelligence, professional learning communities (PLC), teacher retention, new teachers, self-efficacy
Rights Management
This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Wilhelm, Monica Ann, "Examining The Influence of Teachers’ Emotional Intelligence on their Retention: A Case Study" (2023). Student Theses and Dissertations. 153.
https://arch.astate.edu/all-etd/153
