Author

Miles O'Shea

Date of Award

5-2019

Document Type

Dissertation

Degree Name

Doctor of Education (Ded)

Department

Professional Studies in Education

First Advisor

Frank Corbett

Second Advisor

Laurie Nicholson

Third Advisor

Susan Sibert

Fourth Advisor

Tricia Shelton

Fifth Advisor

Ramesh Soni

Abstract

Emotional intelligence is one’s ability to reason with emotion and understand the emotions of others. Emotional intelligence can be assessed through ability-based tests that measure the ability of individuals to understand their own emotions and the emotions of those around them. As emotion has emerged as a significant component of both teaching and learning, the potential for emotional intelligence to assess and influence the capacity of teachers to influence student performance is significant. The current study explored the relationship between teacher emotional intelligence, teacher-student relationship quality, and student engagement and achievement. Although a statistically significant relationship between teacher emotional intelligence and teacher-student relationship quality was not found, significant relationships between teacher emotional intelligence and student engagement and achievement were revealed as well as greater understanding concerning the perspective of teachers on teacher-student relationship quality. Implications of this research as well as recommendations for professional development and future research are provided.

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