Abstract
Purpose. The purpose of this study was to identify and describe the emotional intelligence abilities of superintendents who were identified as having high emotional intelligence based on the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) (Mayer, Salovey, Caruso 2002). The four branch areas of emotional intelligence used for this study were: perceiving emotions, using emotions to facilitate thought, understanding emotions, and managing emotions in a way that enhances personal growth and social relations. This study also sought to identify personal and professional strategies superintendents utilize to develop and maintain high levels of emotional intelligence. Methodology. A descriptive research design utilizing a mixed methods approach, which included both quantitative and qualitative data, was conducted with eight superintendents who were identified and selected through a nomination process. Findings. An average ability in emotional intelligence is adequate for success as a superintendent. Overall superintendents had an average ability to perceive, to respond, and to manipulate emotional information. The profile scores of emotional intelligence abilities of the superintendents were variable. Conclusions. Based on the MSCEIT, average scores for emotional intelligence are adequate for being perceived as a successful superintendent. While higher scoring superintendents used more types and a larger number of strategies to develop and maintain emotional intelligence than lower scoring superintendents, they all demonstrated sufficient strategies to be perceived as successful. Each superintendent used their strength areas of emotional intelligence abilities to enhance their leadership and made up for their weaker areas in other ways. Thus, there is no one dominant combination of strengths that make the difference between success and failure. The range of scores in the profiles indicates there are many ways to lead successfully. Recommendations. Provide learning opportunities through staff development, workshops, and seminars for educational leaders to build awareness and increase emotional intelligence abilities and skills. University leadership preparation programs should include the study of emotional intelligence as a key component. Both current and new superintendents should have personal coaches or mentors to assist them in developing a personal plan that stresses balance and emotional intelligence skills. Further research is advised that includes replicating this study by expanding the population and sample size.