Abstract
Purpose. The purpose of this study was to compare the emotional profiles of elementary school principals in high performing and low performing schools. A secondary purpose was to determine to what degree was the difference between the profiles of the elementary school principals from the high-performing and low-performing Title I elementary schools. Methodology. The descriptive research study utilized a mixed methods approach. The study included quantitative, descriptive research, collecting data in order to answer questions about the current status of the topic of study. It was conducted with 141 elementary school principals of Title I Program Improvement schools and Title I Academic Achievement schools who were identified and selected through a random selection process. Findings. Based on the Gerald V. Miller Leader EQ-S Test Instrument, the elementary school principals of high performing and low performing schools perceived that they exhibited excellent skills in emotional intelligence in their leadership capacity for all four categories and corresponding components. After analyzing the four major categories using the Mann-Whitney U Parametric Test, it was determined that there were no significant differences between them in the interpersonal, intrapersonal, stress management and affect categories. Conclusions. After analyzing the corresponding components to the four major categories, it was determined that there were two components that had a significant difference using the Mann-Whitney U Non-Parametric Test. In the intrapersonal category, participants shared a significant difference when prompted to consider their friendships. In the affect category, participants shared a significant difference when prompted to consider if they could maintain a positive attitude in the face of adversity. Recommendations. Effective leaders are highly self-confident and optimistic individuals, who possess acute organizational awareness and political adeptness. All of these represent emotional intelligence competencies that guide leadership behavior, and all can be developed over time through accurate self-assessment, reflection, and experience (Goleman 1998). Understanding emotional intelligence competencies, their effects on organizational climate, and their relationship with leadership may be important components of a comprehensive leadership professional development plan for prospective principals. This professional development plan may provide valuable insight into the likelihood of principal success and can aide in the selection and placement of building leaders.