Examining Demonstrated Emotional Intelligence and Perceptions of Inviting Schools

During a quantitative study with a correlational design, a sample of 42 graduate and post baccalaureate students from a Mid-Atlantic region college accessed a digital survey that combined the Genos 360 EI Assessment-Concise Rater with the Inviting School Survey-Revised. 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 (ISSR) domains of school climate. By contrast, analysis of the Emotional Self-Awareness [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. Results affirmed previous research that indicated the leader’s overall emotional intelligence, rather than the leader’s self-awareness alone, influences the followers’ perception of an inviting work place. Implications suggest educational leaders seeking to improve school climate should develop their typically demonstrated emotional intelligence skills