EMOTIONAL INTELLIGENCE OF SCHOOL PRINCIPALS 1

Unpacking the Latino Male Emotional Intelligence of School Principals:

A Quantitative Study

Ernesto V. Delgado

Dissertation Submitted to the Doctoral Program

of the American College of Education

in partial fulfillment of the requirements for the degree of

Doctor of Education in Leadership

June 2023
EMOTIONAL INTELLIGENCE OF SCHOOL PRINCIPALS 2

Unpacking the Latino Male Emotional Intelligence of School Principals:

A Quantitative Study

Ernesto Delgado

Approved by:

Dissertation Chair: Carolyn Price, PhD

Committee Member: Doyle Phillips, EdD

EMOTIONAL INTELLIGENCE OF SCHOOL PRINCIPALS 3

Copyright © 2023

Ernesto V. Delgado
EMOTIONAL INTELLIGENCE OF SCHOOL PRINCIPALS 4

Abstract

School principals are exclusively placed to make campus-wide decisions required to lead campuses

academically, provide a safe environment, and serve as chief human capital managers. The tasks

can lead to an increase in school achievement outcomes and job-related stress. Emotional

intelligence (EI) may allow individuals to manage and perceive the emotions of self and others. The

problem is that EI can distress organizational outcomes if emotions are not controlled. School

principal turnover can be a significant concern because change can lead to relational conflicts and

adverse academic and employee performance. Understanding principals’ EI may help provide

guidance and professional development plans to support emotional responses. Limited research has

been conducted on Latino male principals. The population of Latinos in Texas has increased and is

projected to continue rising. To meet Latino students’ needs, Latino representation must be evident.

The purpose of the quantitative correlation study was to examine the relationship between EI and

job-related stress for Latino male school principals in urban Texas school districts. The theoretical

framework guiding the study focused on EI and Transformational leadership theories. A sample of

145 Latino male school principals completed a self-administered survey through SurveyMonkey,

including the Wong and Law Emotional Intelligence Scale (WLEIS) and the Work Stress

Questionnaire (WSQ). Data gathered and analyzed from the study indicated a statistically

significant relationship between job-related stress is due to EI among Latino male school principals

in urban Texas districts.

Keywords: Latino, leadership, male, emotional intelligence, transformational, WLEIS, WSQ

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 5

Dedication

This dissertation is dedicated to my family. To my parents, María Luisa (Amá) and Sr.

Manuel Delgado (Apá), who always encouraged me to do good work, work hard and set high goals

for joy and success. I am beyond thankful for my parents working tirelessly to provide for all their

children and the sacrifices they made so we could have a better life. I hope I made you proud with

this accomplishment. To my sister, María Alejandra, I am thankful for your encouragement to

continuously do my best and never give up throughout my life. To my partner, José Luis, thank you

for believing in and encouraging me throughout this journey. The program's demands, coupled with

becoming a full-time student and school administrator, challenged us both to step into distinctive

roles. I’m grateful for your sacrifices to make this goal a reality, and I look forward to writing the

next chapter of our lives together. As a Mexican American, the journey has not always been easy

however, through persistence and hard work, it has been worth it. Lastly, I dedicate this dissertation

to learners across multiple backgrounds and hope to encourage them to spend a lifetime cultivating

a sense of wonder and a zest for lifelong learning.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 6

Acknowledgments

I am grateful to everyone at the American College of Education who helped and supported

me throughout my educational journey. To my dissertation chair, Dr. Carolyn Price, and committee

member, Dr. Doyle Phillips, I cannot thank you both enough for your professionalism, insight, and

guidance. A special thank you to Dr. Carolyn Price, who continuously challenged me to be a better

researcher, writer, and scholar. To Dr. Karina Becerra-Murillo, your efficient communication and

support in editing motivated me to value the importance of detail in writing. To Dr. Steven

Bourgeois, thank you for your motivation, support, and time. My dissertation cohort, I am thankful

for the opportunity to have met, laughed, and learned from each of you. I am excited for the

valuable scholarship you all will contribute. Thank you to the participants who volunteered their

energy and time to help with the study. I regularly reflect on how people have guided and shaped

the course of my life to help me grow personally and professionally. Thank you to all who helped

me in some way, some of which may not know helped but did.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 7

Table of Contents

List of Tables..................................................................................................................................... 12

List of Figures ................................................................................................................................... 13

Chapter 1: Introduction ..................................................................................................................... 14

Background of the Problem .................................................................................................. 17

Statement of the Problem ...................................................................................................... 18

Purpose of the Study ............................................................................................................. 19

Significance of the Study ...................................................................................................... 20

Research Questions ............................................................................................................... 21

Hypothesis............................................................................................................................. 21

Theoretical Framework ......................................................................................................... 22

Definitions of Terms ............................................................................................................. 23

Assumptions.......................................................................................................................... 24

Scope and Delimitations ....................................................................................................... 25

Limitations ............................................................................................................................ 26

Chapter Summary ................................................................................................................. 27

Chapter 2: Literature Review ............................................................................................................ 28

Literature Search Strategy ..................................................................................................... 30

Theoretical Framework ......................................................................................................... 30

Transformational Leadership Theory ....................................................................... 31

Emotional Intelligence Theory ................................................................................. 33

Research Literature Review .................................................................................................. 34

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 8

History of Emotional Intelligence............................................................................. 34

Emotional Intelligence .............................................................................................. 35

Most Common EI Instruments .................................................................................. 36

School Principals ...................................................................................................... 37

Educational Preparation Program for Principals....................................................... 38

Job Requirements ...................................................................................................... 39

Principal Teacher Evaluation .................................................................................... 40

Principal Demographic Characteristics..................................................................... 41

Gender and Principal Role ........................................................................................ 41

Gender and Emotional Intelligence .......................................................................... 41

Nationality as a Qualifier of EI ................................................................................. 42

Work Stressors for Principals ................................................................................... 43

Principal Retention.................................................................................................... 44

Emotional Factors ..................................................................................................... 45

Motivators and Support............................................................................................. 46

Trust and Effectiveness ............................................................................................. 47

School Culture .......................................................................................................... 48

Male Leadership Stressors ........................................................................................ 49

Latino Male Stressors ................................................................................... 50

Latino Principals ....................................................................................................... 51

Chapter Summary.................................................................................................................. 53

Chapter 3: Methodology ................................................................................................................... 56

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 9

Research Question ................................................................................................................ 56

Hypothesis............................................................................................................................. 56

Research Methodology, Design, and Rationale .................................................................... 57

Methodology ............................................................................................................. 57

Design ....................................................................................................................... 58

Role of the Researcher .......................................................................................................... 58

Research Procedures ......................................................................................................................... 59

Data Instruments ....................................................................................................... 60

Work Stress Questionnaire ........................................................................... 60

Wong and Law Emotional Intelligence Scale ............................................... 61

Data Collection ......................................................................................................... 61

Data Preparation........................................................................................................ 62

Data Analysis and Results ................................................................................................................ 63

Operationalization of Variables ................................................................................ 64

Alpha Level............................................................................................................... 64

Reliability and Validity ......................................................................................................... 67

Ethical Procedures ................................................................................................................ 68

Chapter Summary ................................................................................................................. 70

Chapter 4: Research Findings and Data Analysis ............................................................................. 72

Data Collection ................................................................................................................................. 73

Data Analysis and Results ................................................................................................................ 75

Sample Characteristics ...................................................................................................................... 75

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 10

Assumptions...................................................................................................................................... 76

Emotional Intelligence .......................................................................................................... 76

Job-Related Stress ................................................................................................................. 78

Reliability and Validity ..................................................................................................................... 80

Analysis Process of SPSS ................................................................................................................. 81

Descriptive Statistics......................................................................................................................... 81

Correlation ........................................................................................................................................ 82

Chapter Summary ............................................................................................................................. 84

Chapter 5: Discussion and Conclusions............................................................................................ 85

Findings, Interpretations, and Conclusions....................................................................................... 86

Research Findings ................................................................................................................. 88

Interpretations of Findings .................................................................................................... 88

Implications from Literature ................................................................................................. 89

Theoretical Implications ....................................................................................................... 89

Conclusions Based on Findings ............................................................................................ 90

Limitations ........................................................................................................................................ 91

Recommendations ............................................................................................................................. 91

Implications for Leadership .............................................................................................................. 92

Conclusion ........................................................................................................................................ 93

References ......................................................................................................................................... 95

Appendix A ..................................................................................................................................... 123

Appendix B ..................................................................................................................................... 126

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 11

Appendix C ..................................................................................................................................... 127

Appendix D ..................................................................................................................................... 128

Appendix E ..................................................................................................................................... 129

Appendix F...................................................................................................................................... 130

Appendix G ..................................................................................................................................... 131

Appendix H ..................................................................................................................................... 138

Appendix I ...................................................................................................................................... 139

Appendix J ...................................................................................................................................... 142

Appendix K ..................................................................................................................................... 143

Appendix L ..................................................................................................................................... 144

Appendix M .................................................................................................................................... 145

Appendix N ..................................................................................................................................... 146

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 12

List of Tables

Table

1. Summary of Hypothesis, Variable of Interest and Scales of Measure ............................... 62

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 13

List of Figures

Figure

1. A Priori Power Analysis ..................................................................................................... 65

2. Sample Size and Statistical Power ...................................................................................... 66

3. Scatter Assessing Linearity ................................................................................................. 83

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 14

Chapter 1: Introduction

Relationships among job-related stress and work retention have been made across

professions. Working-age individuals' well-being is affected by adverse health consequences of

work, particularly work-related stress (Fujishiro et al., 2021; Hassard et al., 2018). The evidence

reviewed by Hassard et al. (2018) concluded a substantial economic burden was executed by work-

related stress on humanity. Hassard et al. found that work-related stress was a crucial root cause of

sick leave, consequently leading to missed income, production losses, and health issues. Research

on principal turnover concluded changes were a problem for schools and student achievement

(Tekleselassie & Choi, 2019). National data indicated approximately 20% of public-school

principals in the United States leave their positions each year (Snodgrass Rangel, 2018). In Texas,

almost 30% of public-school principals left the position after one year, on average, between 1995

and 2001 (Snodgrass Rangel, 2018).

Leaders can play an emotional role, due to leaders’ capacity to shape members’ emotions in

organizations (Băeşu, 2018). Meeting the demand for effective leadership can add stressors to any

organization. Scanning feelings and emotions to monitor thinking and actions can help build

relationships, lessen stress, and increase job contentment, as the impact of leaders is important

(Malinauskas & Malinauskiene, 2020).

The collaborating dynamic between systemic and power influences on school-wide

decision-making was studied in eight elementary schools in large urban school districts and

findings suggested leader actions and communication formed professional and organizational-

specific norms (Wong et al., 2020). Murakami et al. (2018) found professional individuality builds

leaders and the landscape of management competence in proportion to the communities served
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 15

(Murakami et al., 2018). Managerial patterns, specific leader actions, and communication can

impact an organization.

In an investigation about a potential decline in organizational commitment and work-related

pressure following the COVID-19 pandemic among 172 nurses, job retention and organizational

commitment were correlated (Shayestehazar et al., 2022). When discussing organizational

commitment, Shayestehazar et al. found nurses were more dedicated to hospitals during the

COVID-19 global pandemic due to affective relationships in the workplace. Acosta and Guthrie

(2022) concluded understanding the dynamics of Latino masculinity in higher education can

influence identity development.

Studies analyzed by Joseph and Newman in 2010 discovered female participants scored

higher in emotional intelligence (EI) than males and differed in emotional self-awareness, social

connections, self-interest, and compassion (Meshkat & Nejati, 2017). Acosta and Guthrie suggested

leadership research and development can be explicitly overlooked for Latino men and affect social

identities in an organization. Findling et al. (2019) concluded Latinos in the United States

accounted for frequent discrimination in day-to-day activities at significantly higher levels than

Caucasian counterparts. Sime et al. (2022) contended public health concerns and work performance

among employees of Hawassa industrial park found a high occurrence of work-related stress

among employees. The 419 employees surveyed suggested work-related stress was due to

unfortunate operational circumstances, poor knowledge prospects, and lack of administrative

support (Sime et al., 2022).

Another study by Hultén et al. (2022), analyzed the relationship between work-related stress

and sick leave, and found that 36% of the participants were on sick leave for 15 days or more
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 16

during a fiscal year due to high stress related to individual work performance demands and

commitment. Hultén et al. further concluded an increased workload, unclear goals, vague job tasks,

and disagreements added to the probabilities of potential work-related stress affecting

organizational work performance.

The U.S. Latino population is expected to continue growing (U. S. Census Bureau, 2022).

In 2017-18, the National Teacher and Principal Survey found that 77.7 % of school administrators

working in U.S. public schools were Caucasian, compared with a low percentage of 8.9% for

Hispanics and 10.5% of African American school administrators (National Center for Education

Statistics (NCES), 2022). Studies on males and EI have focused on levels of emotional attention

appraisal among males and females, criminal behavior, and logical decision-making (Anyamene &

Etele, 2020; Macías-Espinoza et al., 2022). Another factor studied concerning EI is the

development of an EI scale based on gender, age, religious beliefs, parents' education for male

nursing students, and marital satisfaction of male and female married teachers (Anyamene & Etele,

2020; Cardona-Isaza et al., 2022; Lou et al., 2022; Macías-Espinoza et al., 2022).

The literature about EI presented a more significant gap in studies regarding Latino Males.

The gap in the literature exists in educational service work which can drive Latino school principals

to excessive job-related stress affecting directorial outcomes. The importance of human resource

retention, especially in keeping school principals, involves many components. Daily task pressure

adds to the caseload resulting in a higher yield of work-related stress (Tekleselassie & Choi, 2019).

Chapter 1 will begin with an introduction to the research study, examining the topic of EI

and job-related stress for Latino male school principals in urban school districts in Texas. The

chapter will provide a background and statement of the problem, the purpose of the study, and
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 17

significance. Research questions will be introduced, including the research hypotheses, theoretical

framework, definitions of terms, assumptions, scope and delimitations, limitations, and chapter

summary.

Background of the Problem

School principals’ roles continue to evolve, and principals are faced with growing challenges

from school districts and communities (Bailey & Gibson, 2020). Leading a school as a principal

requires strategic and systematic management and instructional competency (Bailey & Gibson,

2020). When discussing Texas' Latino population growth, Arizona State University and the

Hispanic Border Leadership Institution (2002) concluded Texas' Latino population in the United

States is growing, especially among school-aged children. Latinos have become the second most

urbanized demographic group in the nation (Sandoval-Strausz, 2014). The United States Census

Bureau (2018) concluded by 2017, Latinos would be the largest ethnic minority in America,

making up 18.1% of the total population and one-quarter of the U.S. population by 2060 (Colby &

Ortman, 2015; United States Census Bureau, 2018). Sáenz et al. (as cited in Acosta & Guthrie,

2022) concluded further research about Latino men could be expanded as there are extensive gaps

in knowledge about Latino men in educational settings and work-related stress.

Emotional intelligence (EI) permits individuals to control, recognize, and enrich mindsets to

understand and identify the feelings of self and others (Aldawsari, 2020). One study of 250

employees from different companies uncovered a link between managers' EI and employees'

motivation capacity (Hejase et al., 2017). The findings demonstrate EI should be taken seriously

and school districts should provide training for higher worker inspiration. Emotional intelligence

assessments must incorporate a mental ability component to evaluate emotional domains fully
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 18

(Mayer & Salovey, 1997). The Mayer-Salovey-Caruso EI Test (MSCEIT™) and the WLEIS

(Wong & Law, 2002) reflect the four-branch model of EI and are grounded on the assessment

framework of Mayer and Salovey (1997).

Due to school principals’ ever-changing roles continuing to increase, districts should re-

evaluate instructional responsibilities and operative expectations (Neumerski et al., 2018).

Responsibilities can place additional weight and pressure on the principal's daily activities

(Sebastian et al., 2018; Thessin & Louis, 2019). Pressure, health consequences, and emotional

exhaustion among males increased as organizational roles in higher management positions were

evident (Chang et al., 2021; Frantz & Holmgren, 2019; Maslach & Jackson, 1981).

Statement of the Problem

The problem is understanding, and managing emotions may affect how leaders build rapport,

handle daily exercises in an organization, and handle stress (Meshkat & Nejati, 2017). Emotional

intelligence can distress organizational outcomes if emotions are not controlled. Morris and

Feldman (2020) concluded literature on employees showing emotions is an understudied yet critical

area in organizations. Meshkat and Nejati contended understanding and managing emotions may

affect how leaders build rapport, handle daily exercises in an organization, and handle stress. The

problem’s extent is critical because EI may affect organizational outcomes in any setting and may

affect the workplace environment if emotions are not proactively managed (Abdelmoniem &

Osman, 2020). Managerial leaders play a vital role in developing organizational motivation and

leader aptitude (Băeşu, 2018; Leithwood et al., 2020).

According to Page (2013), men of Latino background face stressors such as economic

difficulties, educational underrepresentation, and racial bias. In schools, principals are the main
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 19

campus-wide decision makers in support of accomplishing school outcomes. Grissom and Bartanen

(2019) analyzed principal effectiveness and concluded the relationship with teacher turnover could

disrupt academic performance. The U.S. Department of Education (2020) reported 8,728 principals

in Texas Public Schools, and the number of Hispanic/Latino principals was 2,220 (25.44%). Out of

the 25.44%, there were 5,857 (66.11%) females compared to 2,871 (32.89%) males. Gender

discrepancies in school principals are another factor needed to be addressed as males in the role

have decreased (U.S. Department of Education, 2020).

Tandon et al. (2018) found nine out of every ten Latinos in the United States reside in

urban areas. Latinos, compared to other ethnicities and gender, presented the decline in Latino

Male principals in Texas public schools. A gap exists in the literature on Latino male school

principals’ leadership success. This study seeks to fill the gap in the literature by examining the

relationship between EI and job-related stress for Latino male school principals in urban school

districts across Texas.

Purpose of the Study

The purpose of the quantitative correlation study was to examine the relationship between

EI and job-related stress for Latino male school principals in urban Texas school districts.

Emotional intelligence was measured using the Wong and Law Emotional Intelligent Scale

(WLEIS), and job-related stress was calculated using the Work Stress Questionnaire (WSQ). The

research addressed how EI affects day-to-day tasks in school environments.

This study contributed to the knowledge base by providing evidence of the connection

between EI and job-related stress. As a result, EI’s impact on job-related stress was explored, and

findings will be shared with school officials. Professional development can play an essential part in
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 20

instructional and curricular improvements (Jong, 2019). The conclusions will inform school

agencies on professional development, hiring, and retention in heavily Latino populated areas in the

United States. Targeting training and the onboarding processes can help individuals prepare

quickly, which relieves transition stress and can lessen turnover (Mehl et al., 2022). The findings

will be available in databases to assist in school principals’ hiring, training, and retention.

Significance of the Study

The significance of the study was to expand knowledge on Latino male leadership, provide

districts with applicable professional development, and support Latino male leaders to better lead

teachers through the challenges of the profession. Latino male leadership is an understudied topic,

more so in education, and is identified as warranting further investigation (Acosta & Guthrie,

2022). In 2022, less than 2 percent of university faculty nationwide were Latino males, according to

the NCES. The study may advance knowledge, as well as benefit principals and districts to train

and promote Latino male leaders in higher positions. Equity is a crucial part of school leadership,

particularly for educators engaged with learning communities from diverse backgrounds or who

work with families in poverty (Fujishiro et al., 2021). Investigating the link between EI and job-

related stress will inform leaders of a research-based approach to minimize attrition among staff

members (Murakami et al., 2018).

Transformational leaders inspire people to reach higher while supporting leadership

capacities and EI to manage self and peer emotions (Bass, 1985; Zhao, 2021). To support

advancement in the field of leadership, investigation results may benefit, as well as foster, further

quantitative research about the relationship between EI and job-related stress. Brownlee et al.

(2019) concluded when leaders are more successful, surrounding individuals can be inclined to help
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 21

fellow workers, the organization, and the culture. The study findings may be used to influence

districts to improve training, retention, and career opportunities for Latino male principals in urban

school districts in Texas and may foster and promote positive societal transformation.

Research Questions

Research questions are what a scientific investigation aims to answer, and the questions

determine the study design (Barroga & Matanguihan, 2022). Barroga and Matanguihan noted

research questions should be exclusive and specific to offer a well-defined foundation for

developing hypotheses to construct a solid research study. Research questions and hypotheses

should be researchable and measurable as well as explain the objectives of the study. To achieve

the purpose of the study, the research question was structured to examine the connection between

the measured variables. The following research question guided the study:

Research Question 1: What is the relationship evidence, if any, between EI and job-related

stress amongst Latino male school principals in urban school districts across Texas?

Hypothesis

Hypotheses are formal forecasts or predictions about research outcomes among the

relationships concerning the variables being studied utilizing current background and knowledge

(Barroga & Matanguihan, 2022). Scheel et al. (2021) concluded investigators are presented with

framing hypotheses originating from a theory and developing a study for analysis. The hypotheses

are aligned with the research question to support the study. To accomplish the purpose of the

analysis, the following hypotheses were tested in this quantitative study:

H1ο: There is no statistically significant relationship between EI and job-related stress

amongst Latino male school principals in urban school districts across Texas.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 22

H1a: There is a statistically significant relationship between EI and job-related stress

amongst Latino male school principals in urban school districts across Texas.

Theoretical Framework

A theoretical framework explains and directs the progression of an investigation, outlines a

theoretical foundation, and establishes the credibility of a theory (Adom et al., 2018). Two theories

inform the study’s design and interpretation of the results. The first is transformational leadership

(Burns, 1978). James V. Downton’s research in 1973 originated with transformational leadership

theory and was extended and established by James Burns in 1978 and further developed by Bass in

1985. Transformational leadership theory describes leaders fostering encouraging relationships

with personnel and developing when both the leader and follower increase motivation

correspondingly (Hajncl & Vučenović, 2020). Transformational leadership has four elements:

idealized influence, inspirational motivation, intellectual stimulation, and individual consideration

(Bass, 1985). Vele (2018) examined statistical correlations between inspirational motivation and

intellectual stimulation and concluded organizational success could be improved by supporting

individuals and participating in the decision-making process.

The second theory is EI (Mayer & Salovey, 1997). The EI theory was framed by Peter

Salovey and John D. Mayer in 1990. Edward Thorndike proposed the idea of social intelligence

and significance in 1920. Emotional intelligence enhances the ability to control, recognize, and

nurture feelings of self and others (Aldawsari, 2020). The theories related to the study suggesting a

leader good at understanding self and others’ emotions will practice transformational behaviors

(Hajncl & Vučenović, 2020). The subsequent chapter will specify further evidence on the

relationship between transformational leadership and EI, which includes research on the study’s
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 23

conceptual framework and further elaboration.

Definitions of Terms

For comprehension, several keywords are defined in the definitions of terms section.

Definition of the terms will offer an improved comprehension of the notions and considerations

within the investigation. The following terms are used throughout the investigation when

examining EI and job-related stress. The definitions of terms also include an independent variable

(EI) and a dependent variable (Job-related stress).

Emotional intelligence is defined as the aptitude to observe, evaluate, and prompt emotions of

self and others (Mayer & Salovey, 1997, p. 15).

Emotional intelligence theory is defined as a theory concentrated on the control and

individualization of self-recognition of emotions and others (Fritsch et al., 2021).

Job-related stress is defined as a mental strain which can affect a person’s thoughts and

emotions (Frantz & Holmgren, 2019).

Latinos are defined as individuals referred to as Hispanics, Latinos, Cuban, Mexican, Puerto

Rican, South or Central American, or from other backgrounds, regardless of race (NCES, 2022).

Masculinity is defined as a strict customary set of rules for men required for social reputation

(Daniel-Ulloa et al., 2017)

The principal is defined as an operational and instructional school manager (Grissom et al.,

2013).

Transformational theory is defined as a theory that permits workers in an organization to

have common objectives and develop significant social changes by mutually increasing

organizational motivation (Bass, 1985).

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 24

Assumptions

In quantitative research, the main instrument for data compilation and evaluation is what is

provided as an objective measure (Creswell, 2012; Merriam & Tisdale, 2016). Nkwake (2013)

contended assumptions are an indispensable part of an investigation’s research methods and are

applied to theory analysis. Research actions are founded on comprehensive assumptions, which are

then unpacked into specified methods of data assembly, evaluation, and analysis (Poodry & Asai,

2018). The following assumptions about the quantitative correlation investigation were made.

To analyze data sets, linear regression assumptions were made because the study employed

a data set. Determining the best sample range for a study ensures ample power to identify statistical

significance (Suresh & Chandrashekara, 2012). Power is the probability of appropriately rejecting

the null hypothesis of the sample projects, according to Suresh and Chandrashekara. The survey-

based research assumes a sample exists to align with the power analysis requirements. Power

analysis helps determine if the sample size is adequate to test significance. Pérez-Fuentes et al.

(2018) measured EI in a sample of 2,126 working nurses and concluded nurses who demonstrated

EI pillars recorded high organizational engagement. Assumptions surrounding the study of EI

indicate the more leaders can administer the five pillars of EI, the more contentment and success

will align. The Wong and Law EI Scale (WLEIS) scores (independent variable) can be measured

using SPSS statistics, and the WSQ scores dependent variable measured job-related stress (Frantz

& Holmgren, 2019; Wong & Law, 2002).

Latino male principals in the state of Texas completed the two questionnaires. Assumptions

included participants’ gender and current position as a school principal. Another assumption was

participants honestly and correctly answered questions to provide reliable and accurate data (Verma
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 25

& Abdel-Salam, 2019). An additional assumption was the WLEIS and WSQ would be statistically

valid instruments in determining the study's EI or stress participants. The WLEIS was determined

to be a valid and reliable instrument for finding job satisfaction and job performance (Pacheco et

al., 2019).

The study relied on obtaining data from current sitting principals in Latino organizations or

school districts. Another assumption was study participants from professional organizations and

school districts would accurately represent Latino male school principals in urban Texas districts.

The 1978 Belmont Report is the protective principle of respect for persons, or human dignity,

which ensures participants have the independent right to self-determination investigators must

ensure participants or non-participants. Whether or not participants partook in the study will not

affect their personal or professional lives or have repercussions (Barrow et al., 2020).

Scope and Delimitations

The scope of this study is limited to Latino male school principals in urban Texas districts

and experiences with EI and job-related stress. Results may be generalized and shared with other

urban school districts outside of Texas. Theofanidis and Fountouki (2018) posited delimitations

centered on the limitations and definitions set in the investigation. The delimitations can act as

boundaries of the study, so the goals and targets do not become unachievable. The time required to

collect data for the study was decreased by staying within one professional organization and two

school districts. Results provided empirical evidence determining the magnitude of the relationship

between the two variables.

The sample consisted of 145 Latino male principals from urban school districts in Texas. A

participant sample of principals was selected based on urban school districts in Texas, which
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 26

represent other districts across the state. Theofanidis and Fountouki (2018) concluded delimitations

identify the scope of an investigation's basis as the content concerns the research’s design. Study

delimitations for the study included participants, research site, and principal demographics. The

study employed web-based surveys, which according to Ebert et al. (2018), are efficient and

economical.

Limitations

Theofanidis and Fountouki (2018) described limitations as obligatory boundaries outside the

investigator's role and scope of power. Limitations in a research study refer to hypothetical

drawbacks in the investigation out of the investigator's control. The study was potentially limited

due to the probability of self-reporting bias of sample participants completing the WSQ and the

WLEIS questionnaire. Self-reporting results may not authenticate for overestimation or

underestimation of completion (Coenen et al., 2020). Another foreseeable limitation in the study

was the time for data to be collected. Participants might want to complete the survey as soon as

possible, thus causing their perceptions to be viewed as different. Survey limitations were another

constraint due to the participants' perceived professional and personal time limits, potentially

resulting in rushed answers or even non-participation.

Tahir et al. (2018) found principals experience stress regularly due to the high demand for

school performance and time management. A greater sample scope would potentially produce more

generalizable conclusions and statistical significance. To improve dependability, potential

participants were provided with detailed information explaining the study's aim and hopes through

an informed consent form (Fons et al., 2022). Reliability can be upgraded by increasing participant

sample size, or number of independent variables can be increased to reject the lowest correlation to
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 27

increase the alpha factor (DeMoulin & Kritsonis, 2009).

Chapter Summary

An introduction, the background of the problem, statement of the problem, the purpose and

significance of the study, research question, hypothesis, definition of terms, and an overview of the

study was provided. Study assumptions were included in the chapter, along with the scope,

delimitations, and limitations. This quantitative relational study aims to determine if a significant

relationship exists between EI and job-related stress for Latino male school principals in urban

Texas Districts. The problem addressed is limited research on the demographic of Latino male

principals for whom the role of the principal is challenging. Deliberation of the leadership

confidence and the leader's EI is strong for additional examination. This quantitative correlation

study aims to examine the relationship between EI and job-related stress for Latino male school

principals in urban Texas school districts.

The study expanded knowledge of EI impact on Latino male school leaders, fostering staff

retention through improved work culture. The theoretical framework was guided by two theories,

EI, and transformational leadership. The background of the study and literature relevant to the

study was presented in chapter one. The following chapter details further evidence on the

relationship between transformational leadership and EI. In-depth development of the study’s

theoretical framework and broad examination of literature supporting the study's rationalization and

emphasizing the literature gap was provided in the following section, Chapter two.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 28

Chapter 2: Literature Review

School principals' effective leadership practices can contribute to teachers' academic

excellence and students' learning achievement (Ghavifekr & Ramzy, 2020). Earning a principalship

title does not promise success in a school's leadership team or campus. School principals partake in

a variety of duties, ranging from branding, marketing, and community outreach to instructional

design and rigor (Kotok et al., 2021). Principals can enter the principal role untrained to navigate

competitive areas effectively for many reasons.

Ghavifekr and Ramzy posited successful leaders are individuals who take the essential

knowledge, skills, and capacity to act as influential leaders. Blaik Hourani et al. (2021) examined

the EI attributes of 27 public-school leaders in managing emotions. Administrators discussed the

difficulty of controlling their anger together with situations and contexts that caused frustration,

such as lack of teacher professionalism, lack of communication, and buy-in to the organizational

culture, according to Blaik Hourani et al. Specifically, school principals have imperative

management roles involving accountabilities for teachers, instructional design, and budgets having

considerable effects on student outcomes.

Specifically, school principal management roles include accountabilities for teachers, instructional

design, and budgets, all of which can have considerable effect on student outcomes.

Schools change principals frequently, and about 20% of public-school principals in the

United States leave positions each year (Miller, 2013). School principal turnover should be a high

concern because it can be disruptive to the school community in terms of academic performance

(Grissom & Bartanen, 2019). The responsibilities of a school principal are described as

challenging, stressful, and a causative factor for a high principal turnover rate (Friedman, 2002).

According to the U.S. Census Bureau (2012), the U.S. Hispanic or Latino population has increased

in the last 60 years from 6.3 to 55.3 million and is expected to continue growing to 119 million by
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 29

2060. The U.S. Census Bureau (2017) report further explained Latinos are the largest ethnic

minority group in the United States and face various risk factors concerning mental health

treatment. Philbin et al. (2017) concluded Mexican immigrants are at a higher risk of depression

and anxiety disorders after arriving in the United States. Latinos also experience higher rates of

illness and death for specific chronic conditions than non-Latinos (Philbin et al., 2017).

Understanding the connection between EI and job-related stress should be investigated to

offer awareness of workplace attrition patterns. Professional identity shapes leaders and the nature

of their leadership capacity in proportion to the communities they serve (Murakami et al., 2018).

Latino male leadership is an understudied topic, more so in education, and has been identified as

warranting further investigation (Acosta & Guthrie, 2022). The problem is the relationship between

EI and job-related stress is unknown for Latino male school principals in urban Texas school

districts. The purpose of this quantitative correlation study was to examine the relationship between

EI and job-related stress for Latino male school principals in urban Texas school districts.

Distinctive methods of measuring EI have emerged which can be summarized in three

models, including capacity, characteristic, or mixed, and can influence the way correlations are

evaluated (Bru-Luna et al., 2021). The research about these assessment measures should be

explored based on psychometric properties of reliability and validity (Bru-Luna et al., 2021). A

gap in the literature exists concerning educational service work which can drive Latino school

principals to excessive job discontent and stress, directly affecting organizational outcomes.

Transformational leadership is considered the management style most successful in constructing

group confidence and great supporter performance (Waglay et al., 2020). The theory contends

transformational leaders shape resilient teams through psychological needs or (EI) engagement,

according to Waglay et al. Transformational leadership and EI theories support the

investigation. Significant sections of the literature review will discuss literature search
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 30

strategies, theoretical frameworks, history of EI, tests of EI, principal responsibilities and

stressors, and lack of Latino principal representation.

Literature Search Strategy

Implementing rigorous search strategies is critical in searching databases for a concept that

requires additional research (Tsujimoto et al., 2021). Tsujimoto et al. explored the problems of

incorporating research outcomes in the search strategies to yield more peer-reviewed results. The

literature review of the current study started with a general and systematic exploration of specific,

peer-reviewed research on the topic of EI and school principals. American College of Education

(ACE) library databases and resources were acknowledged and retrieved through internet searches,

graduate-level library resources, virtual search help services, and webinars. The investigation date

ranged from no specific publication date to 2018 through 2022. Searching filtered by "all results"

presented various formats, and academic journals were used. Narrowing this search identified

386,865 studies and articles, many of which had common characteristics among the titles.

Key search terms and expressions used were emotional intelligence, transformational

leadership, school leadership, stress, educational leadership, Latinos or Hispanics, male or man or

men or males, representation of minorities, school principals, leaders, managers, and

administrators. Peer-reviewed journals were assessed for the area of focus to narrow the field. Two

of the most used library in-depth research resources included Open Athens and EBSCO Discovery

Service to access information. Some of the peer-reviewed journals found in the ACE library were

inaccessible; using Google Scholar database services facilitated locating particularly hard-to-find

journals. After selecting articles meeting the research criteria, 126 pieces of literature were selected.

Theoretical Framework

The theoretical framework for the study was built on transformational leadership and EI

theories. Hajncl and Vučenović (2020) suggested organizational leaders good at understanding self
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 31

and others' emotions will practice transformational behaviors more than others who do not devise

similar emotional competence levels. The concept of transformational leadership came from

research conducted by James V. Downton in 1973 and was expanded and pioneered by James

Burns in 1978 comparing transformational and transactional leadership. Leaders and subordinates

help each other improve their integrity and motivation, indispensable components of

transformational leadership (Burns, 1978). Burns (1978) described transformational leadership as a

leadership type in which managers and workers elevate their grounds to a moderately higher level

in the process of interaction.

In the 1970s, presidential biographer, Burns (1978) introduced transformational leadership

in political research. Bass (1985) further developed the leadership theory into several types of

behaviors related to transformational leadership theory, comprised of four classifications: idealized

influence, inspirational motivation, intellectual stimulation, and individualized consideration.

"Transformational leadership" was coined by Bass. Emotional intelligence (EI) was first introduced

as a concept of social intelligence by Edward Lee Thorndike in 1920. Peter Salovey and John

Mayer (2003) later highlighted EI and the idea began reaching scholars' attention. Wong and Law

(2002) suggested EI is a core and adaptable skill that marks leadership performance.

Transformational Leadership Theory

When discussing the central goals of a transformational leader, Gkolia et al. (2018)

contended supporters achieve common objectives and develop significant social changes by

increasing organizational motivation. Transformational leaders cultivate supportive relationships

with personnel who shape commitment to a collective purpose. Transformational leadership occurs

when both the leader and follower increase motivation equally. Gkolia et al. further posited such

management behavior appears to be a suitable approach in school environments where meeting the

needs of staff is indispensable. Lussier and Achua (2015) posited transformational leadership
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 32

played a vital role in school changes and processes. School leadership is highly significant in

motivating teachers' intentions to engage with new initiatives and reforms (Ghavifekr & Ramzy,

2020).

Burns (1978) introduced the concept of transformational leadership and presented

transactional leadership. Understanding the difference between leadership styles and links is

essential. Leaders consider transactional leadership style as highlighting compliance from workers

by utilizing rewards and punishment (Bass, 1985). Transactional leaders use influence and power

and are recognized for prioritizing tasks and monitoring work principles (Abdelmoniem & Osman,

2020). These types of leaders are more apt to maximize product or service growth by making a

mutual deal. Bass posited transformational leaders encourage workers to achieve astonishing

results, concurrently cultivating the worker's leadership potential, and leaning toward doing what is

ethically correct. Mutually transactional and transformational leadership approaches are

interconnected with leaders’ moral and ethical focus.

Riaz and Khalili (2014) studied 1,200 employees and confirmed transformational and

transactional leadership and knowledge management processes positively forecasted rational

decision-making. The type of decisions made by leaders governs success and predicts

organizational destiny (Kreitner & Kinichi, 2004). Burns (1978) introduced both transformational

and transactional leadership, after which several scholars have contributed additional research to

the study of leadership. Bass and Avolio (1997) developed a survey instrument to assess leadership,

the Multifactor Leadership Questionnaire (MLQ). This MLQ leadership model separates leadership

into three main styles: transformational, transactional, and laissez-faire, and each impacts workers

and organizations differently. Research shows transformational leadership can lead to a positive

change amongst persons in an organization by instituting novel insights and principles while

nurturing a better level of expectations and individual aspirations (Choi et al., 2016). Choi et al.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 33

contended organizational leaders play an essential role in how the group functions and reaches

goals and development. The ability to measure and assess leadership styles has been central in

research about leadership. Awareness of transformational leadership as a demonstrated leadership

style is central to the theoretical base of the current study.

Emotional Intelligence Theory

When discussing the emotional intelligent theory (EI), Fritsch et al. (2021) contended the

theory is focused on the individual level while recognizing the influence of individual emotions on

team performance. The EI theory describes having the capacity to comprehend and manage self and

peer emotions (Zhao, 2021). The more a leader is in control and manages self-awareness, social-

awareness, self-management, and social skills, the higher their EI (Goleman et al., 2002).

Researchers Goleman et al. (2002) further argue emotion management may contribute to positive

affect and confidence in a team. For purposes of the study, the term EI is defined as emotional

intelligence.

The importance of trust was reinforced by Bradberry and Greaves (2009), who stated a

leader with high EI optimizes the installation of faith. This notion connects to the trustworthiness

and positively influences other areas, increasing organizational success (Caldwell & Hayes, 2007).

Ciarrochi et al. (2002) examined the relationship between EI, stress, and mental health and

theorized EI would make a unique contribution to understanding the relationship between stress

and mental health. Slaski and Cartwright (2002) studied the association between EI stress, well-

being, and performance in a sample of 224 managers. The higher EI scores reported drastically less

personal stress levels, significantly higher morale and quality of working life, plus better health and

management performance, than managers with lower EI according to Slaski and Cartwright. The

ability to identify and use EI while leading an organization is an essential theoretical construct that

is the basis for the study.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 34

Research Literature Review

Emotional intelligence is the capacity to discern self-feelings and emotions, differentiate

among them, and practice self-identification to influence rational and daily actions. When

discussing success elements, Wiseman et al. (2013) posited leader actions are connected to workers'

efficiency; the leader is indispensable to the organization’s accomplishment and student success in

public schools. A school is an organization with a leader who makes decisions. The focus on the

leadership discussion followed the K-12 environment. Wiseman et al. found EI was shown to be

confidently linked to empathy and higher levels of commitment, subsequently leading to enhanced

academic achievement for students. Though several traits of EI may be progressive, these same

features may correspondingly be expended to negatively affect persons involved in the interaction

(Palmer, 2019). For purpose of clarity, school principals are sometimes referred to as administrators

or school leaders. Position, roles, and parts are synonyms for job responsibilities when mentioned

throughout the review.

History of Emotional Intelligence

The concept of EI has recently gained a high level of interest and recognition since the

publication of a bestseller with the same name. Emotional intelligence is not a new idea as

nineteenth-century roots are tied to the concept (Bar‐On, 1997). The Merriam-Webster English

Dictionary (n.d.) describes intelligence as the aptitude to acquire or deal with new or demanding

circumstances. Intelligence capacity is not only the element of having the competence to develop

awareness but also to operate similarly in different settings. The APA Dictionary of Psychology

(American Psychology Association, n.d.) defined intelligence as the ability to attain information

from diverse backgrounds, plus comprehend and appropriately apply intention. Swiss psychologist,

Jean Piaget (1952) described intelligence as having the power to acclimatize to one's environment.

Intelligence represents a complex internal system of thinking concepts, which psychologists,

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 35

researchers, and theorists have investigated and understood as an established concept (Bar‐On,

1997).

Psychologist Edward Thorndike proposed the idea of social intelligence and its significance

for human performance in 1920. Since then, early studies have focused on recounting, describing,

and evaluating socially intelligent behavior (Chapin, 1942). When discussing the established

intelligence quotient (IQ), Goleman (1995) suggested IQ measures verbal-linguistic and logical-

mathematical bits of intelligence as a predictor of academic success. The standard term, IQ, is used

to describe what is introduced in this context as intelligence (Goleman, 1995). Social psychologists

began discussing the ability to harness EI similarly to IQ as a corresponding construct, and authors

even used the acronym EQ to equate EI to IQ (Goleman, 1995). EI is perceived as a practice of

natural intelligence composed of various techniques that impact the ways people comprehend and

administer emotions, much like EQ relates to biological intelligence.

Emotional Intelligence

Emotional Intelligence was framed by Salovey and Mayer in 1990, which subsequently led

to the creation of the phrase EI (Khoshravi et al., 2011). Initially appearing in psychology literature,

EI has been measured and analyzed in various jobs and careers, according to Khoshravi et al.

Emotional intelligence has been described as "the ability to perceive, appraise, and express

emotion, to access or generate feelings when they facilitate thought; to understand emotion and

emotional knowledge, and to regulate emotions to promote emotional and intellectual growth"

(Mayer & Salovey, 1997, p. 15).

Emotional intelligence permits leaders to regulate, understand, and cultivate feelings to

manage and recognize the opinions of others (Aldawsari, 2020). Mayer et al. (2002) noted EI is

intelligence that functions on, and with, emotional knowledge. Hejase et al. (2017) concluded a

positive and statistically noteworthy connection existed between managers' EI components and
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 36

employees' sense of motivation. Researchers are using the term EQ to denote any EI measurement

or reference to EI Quotient (Goleman, 1995). Jones and Abraham (as cited in Majid & Siddiqi,

2017) contended an emotionally intelligent (EI) person is reliable when considering the

organization's needs and uses supporting reactions to develop deciding actions for the organization.

Salovey and Mayer (2003) initially classified the term EI in cognitive and emotional terms.

Most Common EI Instruments

Mayer and Salovey (1997) emphasized EI models should be considered a mental ability

intelligence relatively independent of other personality traits. The Mayer-Salovey-Caruso EI Test

(MSCEIT™) configuration of the assessment mirrors the four-branch model of EI of Mayer and

Salovey (1997), conferring to which EI is organized in a tiered arrangement with the universal

fundamental element of EI and four capacities: perceiving emotions, using feelings to drive

thinking, recognizing feelings, and handling emotions. McCutcheon (2018) analyzed the

correlation between EI and the organizational stress of police officers. Organizational stress is

defined as continuous weight on a person without relief periods, and operational stress occurs for

shortened timeframes and can have adverse well-being effects. McCutcheon further suggested

police officers’ stress is not solely the result of stressful or traumatic events but rather daily work

activities such as insufficient administrative support and negative public responses. These daily

work activities can parallel any organization or group related to job stressors.

McCutcheon (2018) concluded police officers with a higher EI using the MSCEIT™

recounted lower organizational stress than individuals with lower EI as they were better equipped

to handle day-to-day stress (McCutcheon, 2018). In the long term, helping to increase an officer’s

utilizing the MSCEIT, EI can assist in managing emotions created by organizational stressors. The

self-recorded WLEIS is grouped into four subscales: self-emotion appraisal, emotion appraisal of

others, the use of emotion, and regulation of emotion (Wong & Law, 2002). This instrument is also
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 37

based on the theoretical framework of Mayer and Salovey (1997) and is more practical when time

is a constraint. Law et al. (2004) contended that WLEIS could predict job satisfaction and job

performance as several researchers have utilized and validated this scale (Pacheco et al., 2019).

School Principals

With multiple mandated transformations come varying expectations for school leaders, who

are on the front line of educational change (Thessin & Louis, 2019). A principal’s job is

multifaceted and has become progressively more difficult in the age of greater accountability. At

one time, school principals were considered managers, but it is important to note are now expected

to be instructional leaders (Sebastian et al., 2018). The roles and responsibilities of

the principal have changed following shifts in policies in the last decades.

The United States education reform plans, the No Child Left Behind Act in 2002

(NCLBA), a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965,

altered targeted academic strategies. Annual student assessments connected to state standards are

conducted to classify schools lacking "adequate yearly progress" (AYP). The new reauthorization

of ESEA is the Every Student Succeeds Act (ESSA) which further impacts the accountability

leading to school supports and incentives grounded in AYP standing (U.S. Department of

Education, Office of Planning, Evaluation and Policy Development, Policy, and Program Studies

Service, 2007). The NCLBA produced a focus on high-stakes tests in mathematics and reading,

which significantly changed the direction of instruction. ESSA expanded the expectation that

school principals would lead instructional development to assure equitable results for all

schoolchildren.

Due to improvement efforts to meet NCLB and ESSA requirements, school districts are

inconsistent and need to reconsider the principal’s role in their improvement struggles (U.S.

Department of Education, Office of Planning, Evaluation and Policy Development, Policy, and
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 38

Program Studies Service, 2007). When discussing the role of school principals and improving

student outcomes, Thessin and Louis (2019) contended changing expectations to serve less as a

manager of operations and more as an instructional leader has led to expectation modifications for

local education agencies including school district offices. Family engagement is a critical element

tied to student achievement results, predominantly in low-income neighborhoods of color (Sanders,

2016). Principals play a significant part in promoting family engagement because parents are more

prone to be involved in schools when they identify a hospitable principal (Barr & Saltmarsh, 2014).

Educational Preparation Program for Principals

To become the principal of a school, an individual must meet local or national criteria

standards for principals (Williams et al., 2022). These standards may include success as a teacher,

certification following a state-approved principal preparation program, and awareness of an

instructional leader's various roles and responsibilities. Some educational preparation programs for

principals have been evident in K-12 schools with partnerships to recruit, train, place, and retain

school leaders for long-term impact in context-specific contexts and environments. Williams et al.

concluded district to university collaborations are more likely to ensure when the cohorts can

reinforce shared objectives, leverage current resources, support trustful rapports, sustain empathy of

determination, and encourage collaborative interactions. Districts have different expectations for

school leaders, ranging from a master’s degree to additional certifications. Mentorship programs

have been created to support principals as part of leadership training Williams et al. (2022).

Principals' recruitment and support systems are under scrutiny so school leadership can

match the student population. Pont et al. (2008) highlighted a nationwide demand for qualified

school leaders in the United States and suggested leaders need support for the principal role. A

need to expand leadership programs for nations worldwide in line with supporting a new principal

and delivering guidance when transitioning into administration can encourage growth beyond
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 39

endurance (Gates et al., 2019). Having a mentoring relationship built on trust and confidentiality

allows a new leader to be ready to implement meaningful change (Connery & Frick, 2021). If no

help is evident, principals are faced with nothing more than leaving the principalship after a few

years (Reames et al., 2014).

Job Requirements

Employers recruit employees dependent upon various considerations, such as intelligence,

observed competency, character, skill, and manners (Brown & Nwagbara, 2021). Grissom et al.

(2013) concluded in the early years of school principals, the primary role was to serve as

instructional leaders and provide practical advice on instructional practices to teachers while

evaluating and coordinating the curriculum. Research points to the principal’s critical role in

instruction on the school level as a coach while promoting innovative teaching behaviors as a

supporter and facilitator of teacher learning according to Grissom et al. Emotional intelligence

plays a part in coaching and leading roles. Leaders have greater expectations and requests related to

intellectual and emotional capacities. The range of cognitive and emotional needs can expand in a

socially dynamic environment (Brown, 2014). Grissom et al. suggested less consideration had been

paid to training new principals to meet new expectations. Supporting ongoing professional learning

for principals has remained stationary internationally in K-12 schools (Grissom et al., 2013).

Kotok et al. (2021) contended before 2015, school principals’ criteria for success did not

mention rivalry and enrollment as crucial factors of career exercise. Principals are essential key

school concierges who must arbitrate and navigate expectations amongst various stakeholders in

the learning community (McGhee & Anderson, 2019). Schools must compete for student

enrollment and academic attractiveness, as well as communicate continuously and effectively

(written/oral) with stakeholders in mind. McGhee and Anderson stated in the last three decades the

abundance of school choice in the United States has expanded the role of school leaders from
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 40

operating managers and instructional facilitators to brand marketing managers, to stay competitive

in the academic market. Due to the multiple job requirements, principals in disadvantaged schools

or areas are more likely to leave a principal position than in more advantaged schools

(Tekleselassie & Choi, 2019). Tekleselassie and Choi concluded campus size, support staff,

stakeholder involvement, teacher incentives, and additional district-level policies offset turnover,

contributing to principal retention.

Principal Teacher Evaluation

In Texas school districts, the teacher evaluation system is executed as the Texas Teacher

Evaluation and Support System (T-TESS). Principals play a critical role in gauging teaching

proficiencies and guiding teachers to use T-TESS as a system to help their professional

development which influences student learning (Willey, 2019). Willey concluded teacher

evaluations are a critical responsibility of the principal in Texas schools and should be used to build

teacher capacity, not discipline. Building capacity can be an arduous task when the teacher is not

performing at a basic, proficient level. Teacher evaluation observations and feedback sessions are

part of the principal role in schools.

Jones et al. (2021) found teacher evaluation rubrics had been taught as significant variances

and new and master raters or principals had difficulty implementing teacher evaluation rubrics.

This finding suggests principals can struggle with drawing evidence from lessons which may lead

to increased stress for the principal. Neumerski et al. (2018) concluded a high number of principals

conveyed a request for additional staff to help with teacher evaluations along with their customary

duties. Given the stresses the instructional leadership role places on the principal's day-to-day

activities, principals articulated a deep level of tension and defeat according to Neumerski et al.

Even with managing strategies, principals were overwhelmed with daily demands placed on time

(Neumerski et al., 2018).

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 41

Principal Demographic Characteristics

Individual personal lives can influence professional lives. Demographic characteristics

related to principal turnover, including gender, age, minority status, and experience, are worthy of

consideration (Kotok et al., 2021). Husain et al. (2021) concluded as principal turnover is a distress

to schools, greater quality leaders do not contribute to the statistic. Recruiting efforts should turn

focus on the higher qualified principals as opposed to focusing on overall principal turnover

reduction (Husain et al., 2021).

Gender and Principal Role

Fuller and Young (2009) suggested females exited principalships more regularly than male

colleagues. Female principals had longer retention rates in all three school levels which include

elementary, middle, and high school (Fuller & Young, 2009). Regarding gender distinctions,

Pacheco et al. (2019) analyzed the total EI score using the WLEIS, and on the weighing of others'

emotions, women recorded a higher EI score than men. Emotional intelligence is argued to be

distinctive in males and females (Meshkat & Nejati, 2017). When discussing gender roles, Eagly

and Carli (as cited in Sebastian & Jeong-Mi Moon, 2017) posited public behavioral expectations

should be considered for men and women. Eagly and Carli (as cited in Sebastian & Jeong-Mi

Moon) further analyzed through these societal expectations, gender roles to some degree align

between women and men in similar leadership positions but tend to differ in the way carry out their

parts. At the same time, leaders fulfill identical functions (as cited in Sebastian & Jeong-Mi Moon,

2017).

Gender and Emotional Intelligence

Meshkat and Nejati (2017) contended gender components of EI studies have shown

differences between the EI of males and females, correspondingly. Females scored higher than

males on empathy in EI assessments (Bar-On, 1997). When discussing gender differences,

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 42

Whitman et al. (2009) found EI scores presented parallel outcomes to preceding investigations

where females scored slightly higher in the appraisal of others' emotions and total scores. Hall and

Schmid Mast (2008) recommended females were further interpersonally more sensitive than men

indicating a difference existed concerning genders. Palmer (2019) suggested rather than using EI to

promote positive social change in the lesbian, gay, bisexual, transgender, and queer (LGBTQ)

community, the opponents of LGBTQ rights started using EI as a weapon against the LGBTQ

community. Palmer (2019) concluded opponents of the LGBTQ community said homophobia is

not a factor to reject baking a cake or taking wedding photos for an LGBTQ couple.

Joseph and Newman (2010) found gender disparities have consistently been shown

regarding the overall capacity of EI. Gender differences in ability based on EI proportions have

rarely been studied. Sebastian and Jeong-Mi Moon (2017) concluded women leaders are more

democratic, relationship-angled, and transformational. Relationship-angled individuals are

concerned with building relationships according to Sebastian and Jeong-Mi Moon. The

relationship-building leadership types were credited to stereotypical feminine behaviors such as

being nurturing, compassionate, understanding and accommodating. Sebastian & Jeong-Mi Moon

concluded male leaders have been described as autocratic, task-positioned, and transactional

because of stereotypical male traits, including boldness, proficiency, and authority Sebastian and

Jeong-Mi Moon (2017) further examined gender differences in EI.

Nationality as a Qualifier of EI

Koydemir et al. (2013) concluded there are cultural differences in awareness, manifestation,

and regulation of emotions. Emotional experiences and actions that fit with a specific ethos are

prone to be strengthened by that culture (Walter et al., 2021). Walter et al. examined cross-cultural

variances amongst Israeli and Indian participants on mind-body practice (MBP), EI, cognitive well-

being, and mental well-being. In the study, Walter et al. included 699 male and female (ages 18–
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 43

65) Indian and Israeli participants from urban surroundings. Cultural groups showed no distinctions

in the intellectual component. Eastern beliefs (India) encourage emotional restraint while Western

tenets (Israel) support emotional manifestation. Israeli participants reported higher EI and mental

well-being (Walter et al., 2021). Female participants in Iran came from supportive families who

wanted to prepare self-sufficient females and were willing to take over masculine societal working

roles (Sebastian & Jeong-Mi Moon, 2017). Sebastian and Jeong-Mi Moon found males scored

lower in EI using any self-reporting measure instrument because males in Iran are trained to

suppress emotions from a very young age.

Work Stressors for Principals

Frantz and Holmgren (2019) concluded the growing level of men on sick leave due to

stress-related conditions called for an effective instrument for immediate documentation of people

at risk of being put out of work due to these dynamics. The self-administered Work Stress

Questionnaire (WSQ), established by Holmgren et al. (2009), was steady over time, except for one

item that examined whether male managers considered workers’ opinions which exhibited a

persistent discrepancy among participants according to Frantz and Holmgren. Frantz and Holmgren

concluded the WSQ also found that up until 2014, physical conditions have been the predominant

cause of work-related disorders among men. Stress and mental strain has now reached the same

levels. The study examined male EI in the principalship.

Administrators are challenged with a host of daily circumstances for which they are

required to prioritize and decide best practice or course of accomplishment (McCutcheon, 2018). In

occupations where working with individuals is indispensable, burnout syndrome is common

(Maslach & Jackson, 1981). Maslach and Jackson suggested the burnout condition is conveyed by

an upsurge in emotional fatigue and unresponsiveness and a reduction in career success.

McCutcheon suggested EI is linked with the capacity to decrease stress's adverse outcomes on an
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 44

individual. Frantz and Holmgren (2019) concluded there was a connection between individuals at

risk of being ill due to work-related stress. Stress is evident in demanding jobs, leading to

absenteeism and lack of motivation, which can affect an organization. Frantz and Holmgren also

found until 2014, physical conditions have been the predominant cause of work-related disorders

among men; stress and mental strain have now reached the same levels (2019).

Principal Retention

According to Husain et al. (2021), research fails to provide evidence indicating principals at

disadvantaged schools were more likely to leave the role of a principal than those at less

disadvantaged schools. Grissom and Bartanen (2019) analyzed using a statewide evaluation system,

teachers’ effectiveness as measured by data collected during a routine classroom observation using

instructional and achievement rubrics. For instance, in Tennessee, strategic teacher retention

investigations concluded teacher ratings measured principal effectiveness, and on average, less

experienced principals were more likely to leave their schools (Grissom & Bartanen, 2019).

According to Grissom and Bartanen, the results of the research, the findings suggest the use of

teacher ratings as a measure of principal effectiveness can be effective. Grissom and Bartanen

observed teacher ratings can mirror general teacher discontent with the school community rather

than principal effectiveness. Self-perceptions, including job-related stress, possibly influence

retaining principals or lead to principal attrition (Gates et al., 2019). Possessing a solid foundation

of positive relationships with all stakeholders is paramount for school success, and at times,

fostering relationships can be challenging for administrators (Gates et al., 2019).

Lee et al. (2020) found EI and individual well-being related to job satisfaction and

emotional exhaustion. Athletic directors can be considered administrators. Due to managerial

responsibilities. athletic directors play an important role in school organization and culture (Lee et

al., 2020). Specifically, Lee et al. concluded the study suggested athletic directors should take
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 45

measures to increase their EI through professional learning opportunities and school support

structures. Neumerski et al. (2018) suggested principals were discouraged by the teacher evaluation

process timeframe to perform all required tasks ranging from scoring and delivering effective

feedback. In line with teachers' observations, a loss of a trustful rapport with teachers was also a

drawback. Teachers perceived principals evaluating performance as too constant and unnecessary

(Neumerski et al., 2018).

Emotional Factors

The importance of school principals is high due to accountabilities such as creating master

schedules, resources, instructional and emotional support, and establishing community partnerships

(Johnson, 2006). Gibson and Simon (2020) examined former school leaders who have terminated

their principal role with a sample size of 150 ex-principals in England and Australia. To obtain a

representative sample size of participants, the sample was drawn randomly to encompass the entire

population, thus allowing the researchers to use statistical methods to analyze the results gathered.

Single-person interviews were conducted for each sample participant. The quantitative results

found long-lasting physical and emotional factors these leaders experience when discharged from a

management job. These factors include confidence, professional identity, and a sense of loss of

power. Chiu et al. (2005) concluded stressful aspects influence workers' job satisfaction and could

summon turnover plans. Gibson and Simon compared the job loss results from their study to the

emotional concept of attachment, which studied the effects of separation between infants and

parents. This finding suggests individuals experience a bodily and emotive loss when disconnected

from loved ones.

Debeş (2021) designed a study to investigate EI and its connection to self-efficacy among

50 school principals. The results suggested a noteworthy correlation between perceived EI and self-

efficacy, proposing EI ability of school principals forecasts strong power on their self-efficacy
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 46

perceptions. EI and self-efficacy can influence an organization's success. Debeş concluded other

variables could play an important role in effective leadership management. Bogler (2001)

contended principals could sway whether teachers decided to stay in the vocation in line with

emotional factors.

Motivators and Support

In 2020, Thomas et al. studied new teachers' job attitudes, and their central motivation to

teach, commitment, and job satisfaction were analyzed. Thomas et al. sought to determine what

causes teachers to leave the profession. The report examined the relationship between

transformational leadership and self-efficacy. The sample size included 292 first-year educators at

elementary school campuses. The results indicated the principal's transformational leadership is

directly correlated to the new teachers' job attitudes constructively. The way the leader uses a

leadership style affects the capacity of the entire school community. Thomas et al. reinforced the

importance of support, stating a supportive principal will motivate new teachers to stay in the

profession. Having an encouraging environment will influence organization members to contribute

to the overall success of roles.

In 2020, Gibson and Simon examined school principal's EI and instructional management

on improving teachers' instructional approaches. The sample size in this study included 534

elementary school teachers from 54 schools in China. The quantitative research method completed

a scale known as Wong's EI Scale (WEIS). Wong et al. (as cited in Gibson & Simon, 2020)

describe the scale as a two-part mixed-methods approach involving scenarios and a strength finder.

The mixed-methods study identified leader EI and support instruction leadership at the campus

level influenced teachers' instructional strategies.

A principal's ability to be supportive and relate to teachers emotionally is part of being a

transformational leader. It will help promote climate and culture and lead or trickle close to
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 47

achieving student success. Not all research agrees EI can enhance the leaders' role in the

organization. One such study by Palmer (2019) compared homophobia and EI. Palmer contended

EI makes it challenging to understand another person’s mindset or behavior. The findings suggest a

person with elevated EI had appeal and personality commonly associated with confident stances in

others. Conversely, this individuality can influence others into devious negative, and precarious

behavior (Palmer, 2019).

Trust and Effectiveness

Kardos et al. (2001) suggested principals have the power to shape work environments due

to serving in figurative social, emotional, and financial roles. Weinstein et al. (2020) contended

trust amongst principals and teachers in elementary school settings is essential. The mixed-methods

approach used both quantitative and qualitative research methods to examine nine schools in the

Chilean education system. Trust factors identified varied from both perspectives, the teachers and

the principals, and concluded teachers need to earn the trust given to them (Weinstein et al., 2020).

According to the study, principals question teacher effectiveness and skillset concerning years of

service (Weinstein et al., 2020). Teachers rate trust in principals through a more personal lens

according to Weinstein et al. (2020).

The importance of trust was also reinforced by Bradberry and Greaves (2009), who stated a

leader with high EI optimizes the installation of faith. This notion connects to the trustworthiness

and positively influences other areas, increasing organizational success (Caldwell & Hayes, 2007).

The success of a school principal can be tied to goal alignment and expectations at both spectrums

of the school chain of command. The importance of school climate has been reinforced by Kazak

and Çiner (2021), who stated schools with a positive school climate develop a higher goal

attainment rate. School principals' actions affect worker morale, job satisfaction, and, subsequently,

the teaching and learning environment (Waller & Dawn, 2016).

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 48

Goleman et al. (as cited in Băeşu, 2018) concluded in numerous organizations, emotional

accountability plays a key role in supporting leadership styles which offer groups high performance

at all levels of leadership. As Băeşu points out, the competence by which the leaders understand

shared practices with the group depends on the level of EI. For instance, shared practices as routine

interventions to improve EI can help reduce turnover rates (Hyunmi Kim & Jiyoung Park, 2021).

Băeşu contended leaders who possess a clear vision of the activities meant to be carried out in the

future for organizational success observe personal emotional value attributes and effectively

manage decisions according to optimal time and importance. Maxwell further analyzed (as cited in

Băeşu) successful leadership would adapt the style to the employees' needs and behavior to help

reach personal and organizational objectives. Rîlea (2006) contended top leadership supports a

professional performing organization, subsequently resulting in the growth of the welfare of those

involved. An inefficient administrator diminishes the quality of life of any team member.

School Culture

Each school is unique and requires a diverse level of leading and prioritizing. Culture is a

primary paradigm in management due to its influence on organizational behavior (Meier, 2019).

Yuan and Lee (2011) asserted strong leadership in schools is significant because it determines the

organizational culture. The role of a principal is to effectively lead by prioritizing the schools'

organizational culture using managerial ability plays a major part in the overall organizational

performance. The principal can drive a school's culture through leadership abilities (Tonich, 2021).

Operational culture signifies beliefs, norms, outlooks, and values drive daily organizational

behaviors. Culture can be acknowledged as a communal design of ideas and values which guide

stakeholders to recognize administrative systems and offer behavior norms (Nasir, 2020). Tonich

(2021) examined 350 school principals and concluded a principal's leadership ability can

substantially affect school performance. It also impacts the organizational culture of the school and
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 49

improvement performance. School principals must study the art of inspiring a group of individuals

hence building an organizational culture to achieve shared goals and vision (McNair et al., 2011).

Male Leadership Stressors

Stress-related to work environments has grown considerably due to being named as of the

core bases of emotional health amongst working adults (Hsieh & Tsai, 2019). C-level executives

(Chief Executive, Financial Officers, etc.) individual characteristics, particularly empathy,

powerfully influence their feelings, ultimately their emotional behavior (König et al., 2020). One

study of nurse practitioners and head nurses revealed a considerably greater frequency of health

conditions (hyperlipidemia, hypertension, and hyperglycemia) compared with clinical registered

nurses. The higher level of management, the more stress affected health outcomes, but the overall

stress level did not differentiate among employment management levels (Chang et al., 2021).

According to Samaritans (as cited in Guzmán & Carrasco, 2011), males demonstrate greater

suicide rates when compared to females due to various elements such as financial needs, absence in

social activities, domestic relationships, separation, and historical ethos of machismo or

masculinity, or an overall decrease of happiness. The idea of machismo has not been well-defined,

although characteristically comprised of social rules which can include a male being aggressive,

chauvinistic, and hyper-masculine attitudes and actions (Arciniega et al., 2008). Boettcher et al.

(2019) found a convincing connection between men's mental health and work relationships

between masculinity and intellectual health but contended both concepts are not sound established.

When discussing masculine stereotypes, Essig and Soparnot (2019) suggested

deconstructing the label will subsequently assist in males speaking up in challenging circumstances

while balancing employment and household responsibilities. One study of eight male participants

and the connection between employment-related mental health concluded notions of masculine job

customs impacted work-related stress and mental health (Boettcher et al., 2019). The situation of
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 50

work itself had extensive effects on mental health (Essig & Soparnot, 2019). Ghiulamila (2007)

analyzed male difficulties in the workplace and suggested males struggled in articulating their

feelings. Paternity leave was a major struggle since males feared taking time off work damaged

their manly appearance. Ghiulamila concluded being the sole breadwinner or worker in the

household was seen as a burden. These and other overbearing forces can increase emotional

concern and adversely affect Latino men’s mental and physical health (Guzmán & Carrasco, 2011).

Latino Male Stressors

In the United States, men of Latino descent face many stressors, such as economic

difficulties, educational underrepresentation, and racial bias (Page, 2013). A study focusing on

health disproportions in Latino populations in the U.S. revealed health gaps, including higher rates

of diabetes, multiple cancers, high blood pressure, obesity, HIV, and other sexually transmitted

diseases than in White men (Vega et al., 2009). Nine percent of Latino men were diagnosed with

diabetes, matched to 6.5% of White men (U.S. Department of Health and Human Services, Office

of Minority Health, 2021). Chronic liver disease is a leading cause of death amongst Latinos. The

cause is sometimes unknown in some cases as it can originate from health illnesses such as chronic

alcoholism, obesity, and contact with hepatitis B and C infections (U.S. Department of Health and

Human Services, Office of Minority Health, 2021).

Findling et al. (2019) examined the racial and ethnic discrimination between Latinos in the

United States and concluded bias led to poor health outcomes. Findling et al. concluded receiving a

college degree or being born in the United States were not protective advantages against

discrimination. The correlation of success or upbringing was reversed for Whites who experienced

less discrimination and higher economic status according to Findling et al. Continued or recurrent

discrimination is ground for major health problems over time due to gradual wear and tear repeated

by stressors (Geronimus et al., 2006). Mak et al. (2021) explored migration-linked stressors
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 51

between male Nepali international labor migrants. In their study, Mak et al. examined 42 male

participants described stressors representative of comprehensive areas, including employer or

workplace relationships, households, staffing, and general difficulties with their managers. A major

work stressor identified in male workers was relational conflicts with managers, which affected

their working life (Mak et al., 2021.) There were relationships identified in both studies which

identify direct correlations between males and types of stressors injured in the workplace.

To recognize and progress Latino males' well-being, scholars or experts should comprehend

the function of masculinity in the health and well-being of Latinos (Daniel-Ulloa et al., 2017).

According to Daniel-Ulloa et al., masculinity is defined as a set of customs, often a strict set of

rules men are obligated to follow to continue their social eminence. Modest research has been

identified concerning how masculine roles interact with emotional well-being, employment, and

family among immigrant Latino men and how ethnicity and culture interact (Daniel-Ulloa et al.,

2017).

Latino Principals

The role of the principal is demanding, and consideration of the leadership style along with

the EI of the leader is worthy of further exploration. The demographic characteristics of the

principal may play a significant role in the success of the principal. There has been limited research

on the demographic of Latino male principals. The study intended to explore the problem further.

As the Latino population in the United States continues to rise, an urgency to meet student needs

with Latino educators and school leaders is warranted (Martinez et al., 2020).

The 2017-18 National Center for Education Statistics (2018) National Teacher and

Principal Survey shows that 77.7 % of school administrators working in U.S. public schools are

White compared with 8.9% Hispanic and 10.5% of African American school administrators. The

National Center for Education Statistics (NCES) distinguished Hispanics or Latinos as Cuban,
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 52

Mexican, Puerto Rican, South or Central American, or from other Spanish-speaking backgrounds,

regardless of race (NCES, 2022). Boris-Schacter and Langer (2006) contended Latino school

administrators are not largely represented nationally. School leadership is a predominately White

and male-dominated world (Boris-Schacter & Langer, 2006). The founder and president of the

National Hispanic Institute, Ernesto Nieto (2007), indicated a must to build leadership capacity in

Latinos in America. He examined the need to influence thinking, alter the social trajectories and

directions of collective bodies of Latinos, and cause significant shifts in the social perspectives,

beliefs, and outlooks of various subsectors or the entirety of the Latino community (Nieto, 2007).

Nieto (2007) found that Latino representation is a leadership crisis. There is simply not

enough demographic representation of Latino Principal leaders in North Central Texas (Acosta

Prado & Zarate Torres, 2017). This lack of representation has guided the research of Acosta Prado

and Zarate Torres, who urge further research in this area. According to the U.S. Department of

Education (2020), National Center for Education Statistics, Schools and Staffing Survey (SASS),

campus education leaders who run schools in Texas are not a diverse group according to the federal

data. This demographic model is evident in approximately 90 percent of US 90,000 school

principals are white, and only 9 percent are Latino (U.S. Department of Education, 2020). With

such a low percentage of Latino school leaders, difficulty appears to ascertain how the stresses of

the role of principal are different from their white counterparts.

The assumption surrounding the study of EI is the more leaders can administer the five

pillars of EI, the happiness and success will align. In 2010, Joseph and Newman concluded

everyone is emotionally intelligent, studies discovered females demonstrated a higher degree of EI

than males did (as cited in Meshkat & Nejati, 2017). There is a cultural variance in the Latino

community and male leadership roles add to the mix. Ponjuán et al. (2017) examined the challenges

Latino male students to complete a community college certificate or degree. As Latino male student
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 53

enrollment increases, conversely, completion rates decrease because of struggles such as balancing

the academic demands, family, and employment obligations (Harris & Wood, 2013). Salinas et al.

(2020) examined how Latino male faculty members’ in higher education recognize mentoring as a

mentee and a mentor. These identical educational institutions regularly overlook Latino faculty

members experiences. Salinas et al. found challenges Latino male faculty encountered in higher

education were comprised of cultural taxation, discrimination, and isolation. The discrepancy

between faculty to student ratio is disproportionate and often leads to feelings of defeat,

discrimination, and invisibility and can lead to elevated attrition tolls (Thompson, 2008). Due to

cultural and social prejudices, many individuals do not become decision-makers in an organization

(Eagly & Carli, 2007). This decision-making phenomenon connects to having the opportunity and

cultural support to exercise EI fully.

Chapter Summary

An essential factor presented in the current review of literature is educational leaders need

skills in human interaction and the ability to guide human performance. These skills are in addition

to the focus on instructional content and operations management (Wiseman et al., 2013). EI is

defined as the capability to recognize and understand others’ thoughts and feelings (Salovey &

Mayer, 2003). Olcum and Titrek (2015) discovered decision-making is advantageous to progress

organizations, resolve organizational difficulties, and can affect executive workforce actions. When

discussing the relationship between EI and career theory, Rode et al. (2017) suggest EI supports

people in attaining the social capital necessary to succeed in careers. Research revealed individuals

with high sets of EI are armed to advance in their profession through nurturing resilient

relationships with colleagues while also feeling healthier (Rode et al., 2017). Bradberry and

Greaves (2009) found being mindful of EI can improve EI, exclusive of thoughtful determination

or coaching. To recollect EI as a tool is essential which can be seen as a positive or negative trait
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 54

(Palmer, 2019). Palmer concluded people could support positive EI by echoing and replicating how

values such as equality and self-respect must sustain the public good and not be used to harm

(Palmer, 2019).

There is a need in many states at the university or college community to help investigate

and support the role of the principal supervision as a provision for principals’ leadership after initial

or early-career principal preparation (Grissom et al., 2013.) School districts should concentrate on

recruiting high-quality prepared principals while developing current lower-quality principals, which

could potentially diminish principal turnover (Husain et al., 2021). Efficient leadership is the main

prerequisite for building and nurturing an encouraging organizational culture, which can reinforce

systems which can then fail or become problematic or toxic environments. Supporting an

organization’s culture can be achieved with systems and sustaining good leadership through direct

and indirect strategies.

Within urban, specifically low-income communities, roughly 5% of the U.S. adult

population experiences emotional distress (Choden et al., 2018). Mental health psychological

distress care conditions cost around $180 billion, resulting in a significant public health problem

which can trigger a socio-economic impact (Dieleman et al., 2016). Daniel-Ulloa et al. (2017)

concluded Latino male roles and perspectives on responsibilities to employment and domestic

households can positively and negatively influence their well-being comportments mutually.

Emotional intelligence has been discovered to powerfully affect job satisfaction (Merida-Lopez &

Extremera, 2017). As research has demonstrated, Latino males experience higher stress than their

counterparts in a variety of roles (Page, 2013). Page described the experiences of Latino males as a

faucet of stressors, including financial difficulties, marginalized educational opportunities, and

racial discrimination. These findings also highlight the significance for leaders to leverage this

information to create organizational changes for Latino male leaders. In other words, EI forecasts
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 55

several significant outcomes, such as lifetime achievements and job functioning (Mayer & Salovey,

1997). The study seeks to fill this space in the literature by examining the relationship between EI

and job-related stress for Latino male school principals in urban Texas school districts. In the

following chapter, the study design elements and rationale are defined. Researchers’ role, population

and potential research site and instrumentation are specified. Data collection, preparation and analysis

are detailed. Reliability, validity, and ethical procedures are explained. The methodology segment

closes with a summary.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 56

Chapter 3: Methodology

The quantitative study focus was to define the relationship between EI and job-related

stress. The relationship between EI and job-related stress is unknown for Latino male school

principals in urban school districts in Texas. The data analysis inductive methods approach for the

study included Pearsons r’s correlation to analyze the relationship between the two variables for the

population sample participants. The potential target population initially was 138 participants from

Latino professional organizations or school districts in Texas. The sections to be discussed in

support of the study included the problem, the purpose and rationale for the study, the research

questions, and a literature review. Additionally, the research design, target population,

instrumentation to be used, data analysis, reliability, ethical concerns, and a summary was covered.

Research Question

The research question and hypotheses are researchable and measurable. To achieve the

purpose of the study, the research question was composed to learn the connection between the

measured variables. The following research question guided the study:

Research Question 1: What is the relationship evidence, if any, between EI and job-related

stress amongst Latino male school principals in urban school districts across Texas?

Hypothesis

The hypotheses are aligned with the research question to support the study. To accomplish

the purpose of the analysis, the following hypotheses was tested for the quantitative study:

H1ο: There is no statistically significant relationship between EI and job-related stress

amongst Latino male school principals in urban school districts across Texas.

H1a: There is a statistically significant relationship between EI and job-related stress

amongst Latino male school principals in urban school districts across Texas.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 57

Research Methodology, Design, and Rationale

This quantitative correlation study examined the relationship between EI and job-related

stress for Latino male school principals in urban Texas school districts. The drive of this

quantitative correlational research design was to generalize on a larger population by conducting

analysis using the Wong and Law EI Scale (WLEIS) and the Work Stress Questionnaire (WSQ)

(Holmgren et al., 2009; Wong & Law, 2002). The research question and associated hypotheses was

tested with a bivariate normal model. Therefore, the research design was correlational.

Methodology

A quantitative correlational study is the research design appropriate to conduct an

exploration without manipulation by the investigator. A correlational study is relevant because the

investigation is non-experimental. The two variables measured and assessed the relationship

between the independent variable, EI, and the dependent variable, job-related stress. The WLEIS

and the WSQ were combined into one survey and the scales remained as continuous using Pearson

r’s independently.

A test for internal consistency of the scale for this target population was completed to

validate if the psychometric properties are comparable with the literature. The response items for

each scale included the variable coding. Questions one through sixteen were weighed from one

through seven points separately. The second part of the survey was scaled using variable coding

weighing from one through four. The study included both scales in a single SurveyMonkey

instrument. A Cronbach’s alpha was calculated for each of the two scales, measuring internal

consistency through the current data set. Results were compared to those from other researchers

who used the respective scales to determine if the psychometric properties are comparable with the

literature.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 58

Design

The quantitative correlational study design provided the best evidence for the research

objectives for data analysis (Mayer et al., 2002). In other words, using numerical data can provide a

usable statistical relationship correlation between EI and job-related stress. The purpose of this

quantitative correlation study is to examine the relationship between EI and job-related stress for

Latino male school principals in urban school districts across Texas. Quantitative research was used

to define variables and test the relationships between the variables (Grove & Gray, 2019).

Role of the Researcher

The role of the researcher in this quantitative correlational research design was to ensure the

research was conducted responsibly, protect participants, and adhere to ethical principles of respect

for participants, autonomy, protection of vulnerable populations, beneficence, and justice (Ross et

al., 2018). Quantitative research requires objectivity and is appropriate when data is collected to

develop interpretations. Evaluating electronic survey responses collected using a SurveyMonkey

link and safeguarding the researcher were also roles followed. During the data collection period and

throughout the research process, applicable federal, state, and local laws concerning the protection

of human subjects were priority. As an added benefit, ethical guidelines were followed reflective of

ethical and moral behavior. In quantitative research, the investigator's task is to remain impartial to

avoid preconceptions while trying to analyze the problem from a distance (Johnson & Christensen,

2019). No incentives were used to attract participants, apart from the contribution that may help

improve leadership work experiences for Latino male principals in urban school districts in Texas.

As an employee of one of the participating school districts, no influence was made for participation

in the study. Permission was obtained before the recruitment of participants took place. Niemczyk

(2018) concluded researchers guiding a study must possess good communication abilities. Data

collection was only collected by the primary researcher after consent was received. Anonymity,
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 59

privacy, and no harm were always protected for all participants before, during, and after the study.

Research Procedures

The target population for this study was 138 Latino male school principals in urban school

districts in Texas upon approval by the Institutional Review Board (IRB). After IRB approval, an

informed consent form (see Appendix A) for each participant was sent by email with study details

and the benefits of participation. Purposive, systematic sampling invited Latino male principals to

participate in the study to ensure inclusion criteria are met by disaggregating the participant data

list for male participants only. The exclusion criteria disqualified participants from joining the

study included female gender applicants, leadership positions not being a current sitting principal,

and non-Latino race. When recruiting participants, the criteria applied, as follows: male, Latino,

and a current sitting principal.

The research site recruitment letter was sent to participants (see Appendix B) which follows

all institutional guidelines and ethical practices. The study recruitment effort focused on members

of Latino professional organizations and school districts in Texas to gain a large sample in case

participants decide they no longer wish to participate. Selected examples of recruiting in Latino

organizations and school districts in Texas include a Hispanic school administrator’s organization

(see appendix C), and two school districts in Texas to get a lead in recruiting for the study. Site

permission was granted from the President of the Hispanic administrator organization. A

permission letter from the Hispanic administrator organization is provided in Appendix D.

Permission letters from the district Research Review Board (see appendix E) and Deputy

Superintendent, from the other school districts (see appendix F) are also provided.

Potential participants received an invitation to participate with an overview of the study,

including the problem statement, purpose statement, research questions, and a consent form. After

the signed informed consent form is received, an e-mail containing the questionnaire hyperlink,
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 60

code, username, and password to access SurveyMonkey was sent. A single hyperlink survey with

approved instrumentation, the WLEIS, and the WSQ was sent via Survey Monkey (see Appendix

G). As a breach of privacy is a probable threat, to protect participants’ confidentiality, personal

information for participants who provided consent were stored in an encrypted, password-protected

database, behind a locked door, or in a locked cabinet accessible only by the principal investigator.

All paper, electronic files, and databases relevant to the research are kept in a secure zip drive in a

locked room in a locked file cabinet with a single key holder and destroyed after 3 years.

Data Instruments

After contacting the author of the WLEIS, Dr. Chi-Sum, and the author of the WSQ, Dr.

Kristina Holmgren, through electronic mail (see Appendix H and Appendix J, respectively)

permission was granted (see Appendix I and Appendix K, respectively) to use both instruments in

the current study. The WLEIS and the WSQ were the instruments employed in this study. The

WLEIS comprises 16 quick questions developed for use in management research (Law et al.,

2004). The WLEIS items included variable coding from on a one through seven-point system

distinctly ranging from strongly disagree to strongly agree. The 16 items of the WLEIS are

presented in Appendix L. Additionally, the WSQ and the WLEIS were self-administered via

SurveyMonkey.

Work Stress Questionnaire

The WSQ, presented in Appendix M, has 21 items and encompasses four grouped

dimensions: influence at work, indistinct organization and conflicts, individual demands and

commitment, and work to leisure time interference (Frantz & Holmgren, 2019). The WSQ response

items were weighed using zero through three points per question. The first portion of the WSQ

survey ranged using no never through yes always and the remainder questions will range from not

stressful to very stressful. The WSQ contains 21 items outlined in four main factors: indistinct
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 61

organization and conflicts, individual demands and commitment, influence at work, and work to

leisure time interference (Frantz & Holmgren, 2019).

Wong and Law Emotional Intelligence Scale

The WLEIS measured EI through a sequence of independent and measured questions,

which can take anywhere from four to six minutes and were made available on an online platform

for easy access. The instrument examines the participant's capacity to observe, use, comprehend,

and control emotions (Mayer et al., 2002). The WLEIS and the data collected helped answer the

research questions by categorizing scoring into five branches of EI: perceiving emotions,

facilitating thought, understanding emotions, and managing emotions which encompasses

emotional communication ability in each EI branch (Mayer et al., 2002). This instrument aligns

with the topic and data collection methods because it analyzes each area to obtain a measure to help

build a professional development plan for EI improvement. The WLEIS was administered using

purposive sampling of 145 Latino male school principals in urban school districts across Texas.

Data Collection

SurveyMonkey was utilized to send a secure hyperlink to collect data from the participants.

Once the self-administered surveys are complete and submitted via SurveyMonkey, responses were

analyzed, and the most current version of Statistical Package for Social Sciences (SPSS) was used

to analyze the data. Statistical Package for Social Sciences is a cost-effective, statistical software

which has been used in research to complete quantitative analysis in a well-organized, reliable, and

valid format (Habes & Pasha, 2021; Kpolovie, 2017). Šebjan (as cited in Habes & Pasha, 2021)

suggested SPSS also facilitates organized data analysis to accomplish study results best.

The survey window for data collection for the study was 4 weeks from the date the survey

link was shared. Near the end of the administration window of 2 weeks, a reminder was sent in

support of the completion of the survey. The web-based survey required 4 to 6 minutes to complete.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 62

Data collection occurred in a secure location with a protected and private single-user internet

connection as the local area network (LAN) line was set up with password-protected firewalls. The

internet connection plan split the internet-limited user network into network zones to differentiate

security requirements and ensure a firewall with no communication between the zones is active for

a secure, protected, and private single-user internet line.

Despite the procedural benefits of web-based surveys, reaching anticipated response rates

remains challenging (Surdam et al., 2020). Cooper and Brown (2017) found an absence of study

importance, incentives, rates, and trust contribute to low responsive proportions. To help increase

response rates, building a collaborative relationship with trust and fellowship helps participation

from the initial contact as well as simplifying a web-based survey distribution was paramount in the

study (Cooper & Brown, 2017; Munn & Jones, 2020).

Data Preparation

The data received from SurveyMonkey were transferred to the most current version of

SPSS for statistical analysis. Data variables were created for the overall dimensions and four

categories of the WSQ including the influence of work, indistinct organization and conflicts,

individual demands and commitment, and work to leisure time interference (Holmgren et al.,

2009). Data cleaning consisted of deleting any incomplete responses received which can help with

data compiling.

Once responses were received from participants, SurveyMonkey software allowed files to

be imported directly into SPSS. To export the data, clicking the analyze results graph icon

displayed the ‘Analyze Results’ tab. Selecting the ‘Export All’ button and ‘All Responses Data’

hyperlink opened an ‘Export Survey Data’ window where Open Microsoft Excel was selected.

Then, ‘Column: Condensed’ was designated and ‘Cells: Numerical Value’ from the text drop-down

menu with numeric values were then imported into SPSS. The data preparation step in SPSS calls
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 63

for a numeric variable, not a string variable. After this step was completed, the exported data

downloaded on the left-hand side as large downloadable files.

The data file was generically called Sheet 1, and the file was examined as the file needed to

be cleared of unneeded information. Each column in the excel sheet represented a variable in the

survey after data cleanup was conducted. IBM SPSS Statistics Data Editor opened, and the Excel

file data was selected with the data file and ensured the “read variable names” from the first row of

data were clicked and deleted the first line as excel read the data as survey information and selected

okay. The next step was to code the variable in SPSS and rename labels to the best format to read

the data.

Data Analysis and Results

Employing SPSS can help analyze the data, and descriptive statistics can summarize and

organize the data. Descriptive statistics can be used to translate and manage the data collected. The

testing of the hypotheses was calculated using Pearson’s r bivariate correlation test. In the study, a

complete population sample was not available; therefore, representative purposive sampling from a

population of concern was used to generalize the findings. Data collection was analyzed for

significant correlations amongst variables to see if one variable has a significant effect on another

variable. The testing of the hypotheses was calculated using Pearson’s r correlation for two

independent groups.

The research question and hypothesis were tested simultaneously with bivariate correlation.

The bivariate statistics generated with the correlational normal model answered the research

question. Two tail input parameters were entered because the hypothesis is non-directional. See

Table 1 for a summary of the Hypotheses, Variables of Interest, and Scales of Measurement.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 64

Table 1

Summary of Hypotheses, Variables of Interest, and Scales of Measurement

Hypothesis Independent Variable/Scale Dependent

of Measurement Variable/Scale of
Measurement
H ο1: There is no significant Emotional Job-related
relationship between EI and job-related Intelligence/Interval stress/Interval
stress.
Note. Using Study Hypotheses, Independent and Dependent Variables.

Operationalization of Variables

EI was measured by the WLEIS. Job-related stress was measured by the WSQ. Experience

was ascertained through a demographic question, “Please indicate your years of experience as a

principal of a school? Please select the appropriate range value—for example, 2-3 years.

Alpha Level

The alpha level is the value at which the null hypothesis will be rejected under the

postulation that the null hypothesis is true. It is the probability of making a Type I Error. In social

sciences, the alpha level is p = .05 (Brace et al., 2013). The p value is a calculated value from

testing of data to determine rejection or fail to reject p ≤ .05 = rejection p > .05 = fail to reject. The

alpha level is a level of significance for determining a critical value for rejection or fail to reject of

Ho. For the study, α = .05 and is set prior to the study being conducted.

Power Analysis

A priori power analysis was computed with G*Power 3.1 (Faul et al., 2007). This statistical

software uses an analysis-by-design approach to computing the required sample size using certain

parameters. One parameter, for instance, is effect size. Effect size is a standardized way of

quantifying a relationship. Effect sizes are classified as small, medium, or large (Cohen, 1977). For

the study, a medium effect size (f2 = .15) was selected as the range is the default value in G*Power
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 65

and what could be expected on the average in the absence of additional information.

The second parameter is the alpha level. As aforementioned, the alpha level will be α = .05.

This is also the default value in G*Power (Faul et al., 2007). The third parameter is statistical

power. The power level refers to the degree of confidence one can have in the results. The

minimum power level is .80 (Brace et al., 2013). For the study, a power level of .95 was selected.

This is the default value in G*Power (Faul et al., 2007). Based on the aforementioned parameters, a

sample size of 138 will be required as seen in Figure 1. Statistical power increased with increasing

sample size as illustrated in Figure 2.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 66

Figure 1

A Priori Power Analysis

Note. Priori Analysis based on n=138 using G*Power.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 67

Figure 2

Sample Size and Statistical Power

Note. Statistical power based on n=138.

Reliability and Validity

The reliability of this scale is more significant than 0.90. The internal consistency reliability

of the four branch scores ranges from 0.76 to 0.91 (Salovey & Mayer, 2003). To ensure validity,

the WLEIS (Wong & Law, 2002) items were intended to align with a four-branch ability theory of

EI. The instrument was developed and refined based on more than a decade of study and research

on EI (Salovey & Mayer, 2003). High or low scores in the four areas was how individuals were

evaluated. WLEIS contains 16 items for identifying emotions. A potential thread for participants

was evaluation completion because experience and accomplishments were being evaluated and

both traits were connected to each individual. When discussing assessing the reliability of the

WSQ, Frantz and Holmgren (2019) contended a two-week test-retest design was chosen due to

responses from the first questionnaire being forgotten but not too extended which modifications in

the work environment might have occurred. The WSQ contains 21 items grouped into distinct
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 68

categories: influence of work, indistinct organization and conflicts individual demands and

commitment, and work to leisure time interference (Holmgren et al., 2009).

Ethical Procedures

The Belmont Report written by the National Commission for the Protection of

Human Subjects of Biomedical and Behavioral Research advises well-established universal

principles, federal code regulations honoring the safeguard of human subjects, and modifications

necessary to meet Belmont’s three principles of beneficence, justice, and respect for persons

(National Commission for the Protection of Human Subjects of Biomedical and Behavioral

Research, 1979; Redman & Caplan, 2021). To protect participants, the research was conducted

responsibly, adhering to ethical principles of respect for participants, autonomy, protection of

vulnerable populations, beneficence, and justice (Ross et al., 2018). The informed consent

procedure is a critical piece of connection between the potential human subject and a researcher.

The research relationship fostered trust and disclosure, as assurance awareness of any potential

ethical issue was addressed and provided to participants.

All investigators must obtain informed consent before a participant joins a research study

(Human Subjects Research, n.d.). Akaranga and Makau (as cited in Olaniran & Baruwa, 2020)

stated research ethics are drawn to the eighteenth century’s early period of biomedical research

through the importance of defending human participants’ self-respect in research action. To obtain

participant informed consent and for study clarity, a summary of the study proposal was presented

to participants, which abided by all laws and Human Subjects Regulations (45 CFR 26), including

protecting participant confidentiality, privacy, and safety during the study (Office for Human

Research Protections, 2018). Once the WLEIS and the WSQ were administered and evaluated, the

confidentiality of participants was continuously protected, and the names of the participants were

not recorded on publishing or anywhere in the dissertation at all.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 69

To ensure beneficence, digital consent preserved sovereignty and personal participant risk

as all participants were treated ethically, and the decision to participate was respected to maximize

benefits and minimize risks (Redman & Caplan, 2021). Permission from the Institutional Review

Board (IRB) at the American College of Education was granted to complete the research study and

collect participant data (see Appendix N). Potential partakers were informed of the research’s

purpose to confirm the decision to participate. The autonomy of research participants in the study

was assured and protected the integrity of involvement choice (Widmer et al., 2020). Autonomy was

supported so participants could choose whether to participate in the study or walk away.

Confidential protection of participants is required in the conduct of ethical research

(Nwokeji & Iwanenko, 2021). To protect participant privacy, no names or participant

characteristics were shared. Using names like Principal A, B, and C were used in the study to

protect participants’ identities. The confidentiality of participants was maintained, and the names of

the participants were not revealed. Research practices are comprehensive and defined to follow

federal regulations and standards designed to safeguard human rights and guarantee ethical conduct

to honor best practices in research (Phillips et al., 2017). An anonymous setting exists in

SurveyMonkey, which allowed participants extra privacy to honor ethical best practices.

Participants’ schools and institutions were not recorded in the survey, nor school districts were

recorded. The anonymous response was selected so internet protocol (IP) addresses and other

identifiers of a network or device on the internet were removed from the data set to keep from harm

and honor ethical best practices. Nonparticipation had no adverse repercussions as participants

opted out anytime.

The data was coded and entered into an encrypted and password-protected computer, stored

behind a locked door or in a locked cabinet. The protection of research participants is a focal point

to uphold participants' rights to the highest standard and ensure personal information security. To
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 70

verify federal regulations have been followed, research resources were presented to the institutional

review board (IRB) for approval (Nwokeji & Iwanenko, 2021).

Chapter Summary

Employing a quantitative study design will present data and can potentially be used for

leadership educator professional development, hiring practices, and employment retention. An

advantage of employing a quantitative research design is flexibility with unanticipated turns of

events and descriptive data can be obtained through various research tools (Pultz, 2018). As

Leithwood et al. (2020) point out, EI enables effective team management. Leithwood concludes the

more an EI leader demonstrates an organizational role, the more successful leadership and success

capacity will be evidenced. Eagly and Carli (2007) posited decision-making practices are

associated with worker involvement in organizational support, such as being involved in the

decision-making process and tendency to implement EI practices. Emotional intelligence can drive

an organization and help leaders learn more about themselves by focusing on attitudes, which in

turn can help the organization. Principals' transformational leadership is directly correlated to

employees’ attitudes, which benefits the organization (Thomas et al., 2020).

The quantitative study's topic was to define the relationship between EI and job-related

stress which is unknown among Latino male school principals in urban school districts across

Texas. Identifying the relationship between EI and job-related stress and the effects on leadership

styles in four branches of EI, including perceiving emotions, facilitating thought, understanding

emotions, and managing emotions can help support leadership. Leadership effectiveness trickles

down to all stakeholders. Leadership efficacy is essential for leadership capacity and autonomy.

The main point of the chapter was to discuss the problem statement, purpose, research question and

methodology, research design, and role of the researcher. In addition, data analysis, ethical

collection procedures, reliability, and validity were addressed. The subsequent Chapter 4 will
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 71

outline the study’s findings and data analysis results.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 72

Chapter 4: Research Findings and Data Analysis

Emotional intelligence (EI) can significantly and positively affect a team and job

performance (Chun-chang et al., 2022). The role of principals in dealing with daily demands and

pressure is growing for effective leadership in community administration (George et al., 2019).

Rapid environmental changes can drive organization leaders to be adaptive, innovative, creative,

and stakeholder aligned (Chatterjee & Kulakli, 2015; Karasneh & Al, 2020). The problem of the

study, understanding and managing emotions, may affect how leaders build rapport, handle daily

exercises in an organization, and handle stress (Meshkat & Nejati, 2017). Although school

principals are required to be trained effectively through principal preparation programs and

mentorship, managing stress can help shape relationships, reduce work pressure, and increase work

satisfaction due to the work demands (Malinauskas & Malinauskiene, 2020; Neumerski et al.,

2018; Williams et al., 2022).

The purpose of the quantitative correlation study was to examine the relationship between

EI and job-related stress for Latino male school principals in urban Texas districts. The variables in

the study included the independent variable, EI, and the dependent variable, job-related stress.

Participants filled out the Wong and Law Emotional Intelligence Scale (WLEIS) and the Work

Stress Questionnaire (WSQ) to answer the research question (Holmgren et al., 2009; Wong & Law,

2002). The data were collected using two surveys combined into a single online survey. Research

had been completed on the WLEIS and WSQ surveys and was determined to be a valid and reliable

instrument in determining the significant correlation at the .05 level between EI and job-related

stress for Latino male school principals in urban Texas districts (Faul et al., 2007). Pearson’s r’s

correlation was conducted to analyze the relationship between the two variables and address the

question in the study's hypothesis. Data collection was performed using a survey process, including

a participant's non-variable demographic information of years of experience. Chapter 4 contains the

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 73

data collection process, data analysis, and results. A narrative of reliability and validity is offered,

concluded by a summary of the results of the statistical analyses described in Chapter 3. A

discussion of how these results address the study’s research question and hypotheses is also

specified.

Data Collection

The target population for the study was Latino male principals in urban school districts in

Texas. The study used a sampling of 145 participants who completed the online survey to ensure a

proper depiction of the population. Ivey (2017) suggested data collection methods must align with

the study question and focus on the research as data collection is wide-ranging and the importance

of the validity of the study can be affected. The recruitment and consent letters were crafted to

target the demographic of the study. A recruitment letter (see Appendix B) and an informed consent

letter (see Appendix A) were sent to potential participants via e-mail. Participants who returned a

signed consent form were selected to participate in the research study, and the SurveyMonkey link

was shared via email. A total of 145 participants completed the survey. Online survey tools such as

SurveyMonkey can permit descriptive statistics to be produced, and data can be downloaded

(Creswell, 2012).

Principal data were collected from the elected organization and school districts as a

download in Microsoft Excel format. Before discussing the research with potential participants and

data collection, support was obtained from the organization and school districts (see Appendix D,

Appendix E, and Appendix F). The study sample of principals was obtained using a school

administrator’s organization and two urban school districts in Texas. The school administrator’s

organization hosts different administrators from various urban school districts throughout Texas.

Ienca and Vayena (2020) found data gathering and processing can be managed with attentive data

management applications.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 74

After reading and signing the informed consent form, data were collected using the WLEIS

and the WSQ (Appendix G). The use of the hyperlink to the survey streamlined access to the online

survey and may have contributed to the high response rate. Demographic information (participant

work experience) was collected in the survey. Table 4.1 displays the distribution of the work

experience as a principal of the 145 participants. Data collection took place in October 2022 using

online SurveyMonkey. Participants from the Hispanic school administrators organization, two

school districts, and a school administrator organization agreed to participate in the study. A total

of 145 participants contributed to the study and completed the survey correctly. A priori power

analysis was computed with G*Power 3.1 with a medium effect size (f2 = .15) as the range. The

default alpha level value was α = .05 (Faul et al., 2007). All participants signed the consent form

before receiving the hyperlink to the survey in the study. Each participant filled out the survey

resulting in 145 surveys collected for data analysis. The sample size was 145 participants with a

confidence level of .95 collected.

A participant sample size of 145 Latino male principals was used to generalize the

principal population in Texas. The WLEIS questionnaire consisted of 16 questions inviting

participants to select up to seven choices for each question. The WSQ entailed 21 questions that

permitted contributors to select up to four selections for each question. A total of 145 participants

provided informed consent, and 145 completed the survey in SurveyMonkey. If participants did not

complete informed consent, they were not offered the secure SurveyMonkey hyperlink. In other

words, only the completed surveys were included, as informed consent was required to be

completed before the link was shared during the survey window. There was no deviation from the

data collection plan or anticipated sample size presented in Chapter 3 of the proposal. The projected

sample size for the target population of principal participants was 138, but 145 completed the

survey. The principal's highest range was 2-3 years of experience and was relatively balanced by
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 75

grade level, but still had representative samples from all grade levels.

Data Analysis and Results

The data collected for the study offered the opportunity to convey information regarding

emotional intelligence and work-related stress of Latino male principals from different campuses

across Texas and did not limit participants to one specific school or district. All data accounted for

the study’s research questions and hypotheses. All statistical data analyses were conducted using

SPSS, Version 2, and were placed into an Excel spreadsheet and prepared for input into SPSS for

analysis. Data were downloaded into SPSS for the preparation of analysis. Demographic and

survey data were input into SPSS for analysis. To examine the research hypotheses, Statistical

Package for the Social Sciences (SPSS) was used to perform the two-way ANOVA to investigate

an interaction between the dependent and independent variables in the study (Two-way ANOVA in

SPSS statistics, 2018). No additional analysis, statistical tests, or post-hoc results were reported.

Descriptive statistics defined the data features and provided abstracts about the sample (Mishra et

al., 2019).

Sample Characteristics

The only demographic variable in the study was years of experience as a principal.

Frequencies indicate relatively fewer cases in the 0–1-year category with relatively higher cases in

the 2-3 and 6+ year categories. Table 4.1 displays frequencies in the data set by participants’ years

of experience as a principal, and descriptive statistics to assess normality for participant work

experience as a principal.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 76

Table 4.1

Participant Frequency by Years’ Experience as a Principal

Experience as a Principal Frequency Percent

0-1 years 26 17.6

2-3 years 44 29.7

4-5 years 33 22.3

6+ years 42 28.4

Total 145 98

Assumptions

According to Yockey (2008), assumptions for the Pearson Correlation include the

independence of observation between participants and bivariate normality. For the current study,

data were measured on an interval scale, with participants selecting from 1-7 (emotional

intelligence) and 1-4 (job-related stress), so the first assumption was met. Tests of normality were

performed separately for job-related stress and emotional intelligence.

Emotional Intelligence

A single variable for emotional intelligence was calculated in the form of a mean score for

all items on the 7-point scale. Values for skewness and kurtosis were within the range of -1 to +1,

indicating normality. Table 4.2 displays descriptive statistics to assess normality for emotional

intelligence.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 77

Table 4.2

Descriptive Statistics to Assess Normality for Emotional Intelligence

Statistic Std. Error

Mean 4.3164 0.09059
95% Confidence Interval for
Mean Lower Bound 4.1373
Upper Bound 4.4954
5% Trimmed Mean 4.3059
Median 4.375
Variance 1.19
Std. Deviation 1.09085
Minimum 0.63
Maximum 7
Range 6.38
Interquartile Range 1.31
Skewness -0.055 0.201
Kurtosis 0.478 0.400

A second way of assessing normality was by performing the Shapiro-Wilk test.

The Shapiro-Wilk test (SW), as shown in Table 4.3, is a widely used method to test whether

continuous data is normally distributed (Mishra et al., 2019). Ebner and Henze (2021) further

suggested the SW is a substantial procedure for testing for normality. A significance of 0.187 was

above the threshold of .05, indicating normality. Table 4.4 displays descriptive statistics to assess

normality for emotional intelligence. Mishra et al. (2019) contended descriptive statistics could

outline data features and provide sample summaries. Figure 4.1 displays a histogram assessing

normality for EI.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 78

Table 4.3

Shapiro-Wilk Test of Normality for Job-Related Stress

Statistic df Sig.

0.987 145 0.187

A third way to assess normality is through a histogram, which is a graph to develop an inclusive

snapshot of ratio and interval data (Delaney, 2010). Figure 4.1 exhibits a histogram assessing

normality for emotional intelligence. Values appear in the histogram to represent a bell-shaped with

relatively more values on the left (low) end of the distribution, indicating normality.

Figure 4.1 Histogram assessing normality for emotional intelligence.

Job-Related Stress

A single variable for job-related stress was calculated in the form of a mean score for all

items on a 4-point scale. Values for skewness were in the acceptable range of -1 to =1. However,

kurtosis exceeded the acceptable range, indicating data for job-related stress may not be normally
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 79

distributed and representing a possible limitation of the current study. Table 4.4 displays

descriptive statistics to assess normality for job-related stress.

Table 4.4

Descriptive Statistics to Assess Normality for Job-Related Stress

Statistic Std. Error

Mean 2.2186 0.03901
95% Confidence Interval for
Mean Lower Bound 2.1415
Upper Bound 2.2958
5% Trimmed Mean 2.188
Median 2.1905
Variance 0.216
Std. Deviation 0.46485
Minimum 1.14
Maximum 4
Range 2.86
Interquartile Range 0.52
Skewness 1.104 0.203
Kurtosis 2.484 0.404

The Shapiro-Wilk test for normality of job-related stress is displayed in Table 4.5. A

significance of 0.001 was calculated, resulting in a value less than the threshold of .05, indicating a

non-normal distribution and representing a possible limitation of the current study. Table 4.5

displays descriptive statistics to assess normality for job-related stress.

Table 4.5

Shapiro-Wilk Test of Normality for Job-Related Stress

Statistic df Sig.

0.935 142 0.001

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 80

Figure 4.2 exhibits a histogram assessing normality for job-related stress. Values appear in the

histogram to represent a bell-shaped with relatively more values on the left (low) end of the

distribution and few to the right, indicating a possible non-normal distribution.

Figure 4.2 Histogram assessing normality for job-related stress.

Reliability and Validity

The reliability of an investigation refers to whether the findings can be replicated

consistently over periods of time (Pauluzzo, 2020). Instrumentation deterioration can transpire if

the administration of the instrument changes over time (Baldwin, 2018). Participants received the

instrumentation in a uniform online approach. Threats to the validity of the research existed, both

internal and external. Cuncic (2020) described attrition as when contributors do not provide

information to a study leaving the results to participants who decided to share data for scholarship.

Table 4.6 displays the reliability of the two scales. The sample is representative of the population of

interest to the larger population, as power analysis can help test significance.

For an investigation, Suresh and Chandrashekara (2012) found the sample range for a study ensures

sufficient power to identify statistical significance. Cronbach’s alpha values were above .900 for
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 81

both emotional intelligence and job-related stress, indicating strong internal consistency in the

excellent range and align with that of Cronbach (Bonett & Wright, 2014; Cronbach, 1951; Taber,

2018).

Table 4.6

Reliability of Emotional Intelligence and Job-Related Stress Scales

Scale Cronbach's Alpha Number of Items Interpretation

Emotional Intelligence 0.954 16 Excellent

Job-Related Stress 0.918 21 Excellent

Analysis Process of SPSS

Descriptive statistics and correlational analyses were conducted to find the Pearson’s r

through the use of SPSS for the LPI and STI 2.0. The Pearson’s r bivariate correlation analyses for

a one-tailed test of significance were conducted to address the hypotheses. Correlational

coefficients measure the power among the two variables (Obilor & Amandi, 2018).

Descriptive Statistics

Descriptive statistics were calculated for emotional intelligence and job-related stress,

including means, number of cases, and standard deviation. For emotional intelligence, the highest

group mean score was for participants with 6+ years of experience as a principal. The lowest group

mean for emotional intelligence was for those with 4-5 years of experience. Note that values for

emotional intelligence were on a 7-point scale. For job-related stress, the highest mean score was

for participants with 2-3 years of experience as a principal. The lowest group mean for job-related

stress was for those with 4-5 years of experience. However, there appeared to be little difference by

category. Note that values for job-related stress were on a 4-point scale. Table 4.7 displays
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 82

descriptive statistics for emotional intelligence and job-related stress.

Table 4.7

Descriptive Statistics for Emotional Intelligence and Job-Related Stress

Years Experience as Principal Emotional Intelligence Job Stress

0-1 years Mean 4.33 2.21
N 25 22
SD 1.26 0.51
2-3 years Mean 4.32 2.24
N 44 44
SD 1.12 0.57
4-5 years Mean 4.16 2.19
N 33 33
SD 0.92 0.34
6+ years Mean 4.52 2.23
N 42 40
SD 0.93 0.43
Total Mean 4.34 2.22
N 144 139
SD 1.05 0.47

Correlation

According to Yokey (2008), the Pearson r correlation coefficient measures the quantity of

the linear relationship between two variables (p. 156). For correlation, the scale ranges from -1 to

+1. One way to evaluate the association of two continuous variables is through a scatter plot,

allowing a view of variables together. In the current analysis, job stress was on the x-axis, and

emotional intelligence was on the y-axis. Figure 4.3 displays a scatter plot that shows how values

are on either side of the regression line, indicating a weak linear relationship.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 83

Figure 3

Scatterplot Assessing Linearity

Note. Scatterplot assessing linearity between EI and job-related stress.

Among Latino male principals, emotional intelligence and job-related stress were positively

correlated, r(143) = .290, p < .01. Since the p-value of .290 is less than .05, the null hypothesis is

rejected with the conclusion that there is a positive association between emotional intelligence and

job-related stress for Latino male principals. According to Yokey, a .290 represents and weak to a

moderate significant positive correlation. Table 4.8 displays the correlation between emotional

intelligence and job-related stress.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 84

Table 4.8

Correlation Between Emotional Intelligence and Job-Related Stress

Emotional Intelligence Job-Related Stress

Emotional Intelligence Pearson Correlation 1 .290**

Sig. (2-tailed) 0

N 145 140

Job-Related Stress Pearson Correlation .290** 1

Sig. (2-tailed) 0

N 140 142

Chapter Summary

Data obtained for the quantitative correlation study was to examine the relationship between

EI and job-related stress provided the information required to answer the research question and

hypotheses. The results also showed a significant correlation at the .01 level and a 99% probability

the difference in job-related stress is due to EI. The study sample consisted of 145 Latino male

school principals in urban school districts in Texas. Data revealed there was a significant

relationship between Latino male school principals. The findings, interpretations, conclusions,

limitations, and recommendations will be presented in Chapter 5.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 85

Chapter 5: Discussion and Conclusions

The purpose of the quantitative correlational study was to examine the relationship between

EI and job-related stress for Latino male school principals in urban Texas districts. The problem

addressed was the relationship between EI and job-related stress for Latino male school principals

in urban school districts across Texas. Understanding and managing emotions can affect how

leaders handle work responsibilities and build relationships. The study's independent variable,

emotional intelligence (EI), was collected along with the dependent variable, job-related stress,

using an online survey tool, SurveyMonkey. The WLEIS and the WSQ were used to answer the

research question. The research methodology presented in Chapter 3 addressed the research

question and hypothesis for the investigation. The statistical significance of correlations among the

variables of EI and work-related stress was presented in the results section. The study was directed

to expand the body of literature for Latino male school principals in urban school districts across

Texas by investigating the relationship between EI and job-related stress, an area that had not yet

been studied.

The projected sample size for the research study was a target population of 138 principal

participants; however, 145 contributors completed the survey. Participants were attained using a

school administrator’s organization and two urban school districts in Texas during the one-month

data collection period. The data obtained in Chapter 4 postulated knowledge regarding the question

investigated in the research study. Findings were in response to Question One to determine if

relationship evidence existed between EI and job-related stress among Latino male school

principals in urban school districts across Texas. Results indicated a significant correlation at the

.01 level and a 99% probability the difference in job-related stress is due to EI and not chance. The

data collected revealed a statistically significant relationship for Latino male school principals in
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 86

urban Texas districts.

The information proffered in the earlier chapters addressed the research study’s research

question, hypothesis, literature review, methodology, and data analysis. A narrative of the data

collection process, analysis, and results were also described in Chapter 4. The research study’s

findings, data interpretations, and conclusions based on the results are provided in the subsequent

sections in Chapter 5. A review of internal and external validity limitations and references to the

sample and control variables is addressed. Recommendations for future research and implications

for leadership are included. The conclusions drawn from the study results are presented in the

closing section of the chapter.

Findings, Interpretations, and Conclusions

Data collected and analyzed in Chapter 4 from 145 Latino male school principals in urban

school districts across Texas composed the study sample. The results of the data analyses described

in Chapter 4 provided the information essential to speak to this study’s research question and

hypotheses. Other interpretations and conclusions from the study data may be drawn in the context

of this study’s theoretical framework and placed in the presented body of current literature.

The study of Latino male school principals in urban school districts across Texas was in

response to the need for research on Latino male leadership in education to minimize attrition

among staff members and to train and promote Latino male leaders in higher positions (Acosta &

Guthrie, 2022; Grissom & Bartanen, 2019; Miller, 2013; Murakami et al., 2018). Literature

displayed a gap between Latino male leaders in Texas public schools regarding educational service

work which can drive Latino school principals to disproportionate job dissatisfaction and stress,

directly affecting organizational outcomes and academic performance (Grissom & Bartanen, 2019).

Study findings aligned with research from Lee et al. (2020) on the relationship between EI
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 87

among school administrators and high school athletic administrators. Lee et al. (2020) argued EI

had not been widely explored and suggested the importance and impact EI can have on student

lives. The WLEIS and the WSQ (Appendix G) were used to answer the research question. Kotok et

al. (2021) contended that a lack of literature on principal turnover, including gender, age, minority

status, and experience, is needed to prepare principals and district leaders for enrollment strategy

development. Thessin and Louis (2019) argued local education agencies need to explore further

changing expectations of an instructional leader versus a manager of operations to expectation

reforms.

A qualitative study by Blaik Hourani et al. (2021) examined the EI attributes of 27 public

school leaders in managing emotions and concluded there was a need for school leaders and

managers to cultivate and foster professional development opportunities in EI to assist in improving

school changes. Blaik Hourani et al. (2021) further suggested that job-embedded limitations needed

evidence of critical EI skills and traits. Another study by Lee et al. (2020) studied EI, job

satisfaction, emotional exhaustion, and well-being of 395 U.S. high school athletic directors, and

conclusions suggested individual health is positively related to job satisfaction and emotional

exhaustion. The findings in the study aligned with Lee et al. (2020), offering increasing EI through

professional learning opportunities can support schools’ outcomes.

The data collected and analyzed in the current study from the 145 Latino male school

principals in urban school districts across Texas comprised the sample and provided appropriate

evidence to address the research question and hypotheses. Additional explanations may be

contextualized within the theoretical framework for the research study. Participants for the research

study were targeted sampled school principals in urban school districts across Texas. The data

analysis results and conclusions explained in Chapter 4 offered evidence necessary to address the
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 88

research question and the research hypotheses. The theoretical framework postulated the context

for further interpretations and conclusions drawn from the study's data. The findings,

interpretations, and conclusions of the study are reviewed in the succeeding sections.

Research Findings

Investigation findings from the study were conclusive on whether significant associations

exist between EI and work-related stress. The study’s results could assist in providing information

on the role of a principal to assist in hiring, training, and retention. Using the methods described

in Chapter 3, Pearson’s r bivariate correlation analyses (one-tailed) were used to measure the

degree and significance of correlations between the two variables and address the question in the

study's hypothesis. The hypotheses aligned with the research question to support the purpose of

the investigation. To achieve the purpose of the quantitative correlational study, the following

research question was tested:

Research Question One: What is the relationship evidence, if any, between EI and job-related

stress amongst Latino male school principals in urban school districts across Texas?

Variables in the study included the independent variable, EI, and the dependent variable,

job-related stress.

Interpretations of Findings

The results of the Pearson’s r bivariate correlation analyses test for the present study

established statistically significant associations among the sets of variables. There was a

significant positive correlation between EI and job-related stress. The sample size of 145 Latino

male school principals from zero to six plus years of experience as school principals in urban

school districts in Texas yielded appropriate contributors for the study. In statistics, a sample size

of 20 or more (n > 20) is suitable for a correlational study, and associations larger than 0.10 are
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 89

required for construing the significance of correlational analyses (Gravetter et al., 2020; Laerd

Statistics, 2020; Schober et al., 2018). Cronbach’s alpha values were above .900 for both EI and

job-related stress, representing sturdy internal dependability in the excellent range for sufficient

power to be classified as statistical significance (Bonett & Wright, 2014; Cronbach, 1951; Taber,

2018).

Implications from Literature

The results of the present study were consistent with the literature review in Chapter 2.

The data from the study analyses demonstrated a significant relationship between EI and job-

related stress. The research study supported the findings of Friedman (2002), who described the

duties of a school principal are challenging, demanding, and an instrumental element in high

principal turnover rates. Meshkat and Nejati (2017) argued EI is unique in males compared to

females. According to a study conducted by Frantz and Holmgren (2019), men on work sick leave

has increased due to stress-related conditions and concluded people at risk of being put out of

work due to these undercurrents of stress requires immediate attention. When discussing measures

of EI, Bar-On (1997) concluded females scored higher than males on empathy in EI assessments.

Whitman et al. (2009) found gender differences in surveys where females scored

marginally higher in the appraisal of others' emotions and total scores. In other words, females

displayed a higher EI than males. Joseph and Newman (2010) also found gender disproportions

concerning the overall use and capacity of EI. Sebastian and Jeong-Mi Moon (2017) discovered

male participants scored lower in EI as, historically, men in Iran are trained to suppress emotions

from a very young age.

Theoretical Implications

The results of this study helped to extend the body of EI. Principals play a significant role
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 90

framed through transformational leadership and EI. Transformational leadership is considered the

management style most successful in building group assurance and support performance (Waglay

et al., 2020). Transformational leaders can form strong teams through emotional needs or (EI)

engagement, according to Waglay et al. (2020) Transformational leadership and EI theories support

the investigation. Organizational leaders good at understanding the emotions of self and others will

exercise transformational actions (Hajncl & Vučenović, 2020).

Research shows transformational leadership can lead people in an organization to a

progressive change by establishing innovative insights and ethics through cultivating a higher level

of individual opportunities and goals (Choi et al., 2016). Emotional intelligence theory is dedicated

to the individual level while identifying the encouragement of individual emotions on team

performance (Fritsch et al., 2021). In other words, EI theory defines having the power to

comprehend and manage self and peer emotions (Zhao, 2021). In schools, principals are

indispensable custodians who must adjudicate and circumnavigate expectations between numerous

stakeholders (McGhee & Anderson, 2019). Due to the multiple job requirements, principals in

disadvantaged schools or areas are more likely to leave a principal position than in more

advantaged schools (Tekleselassie & Choi, 2019). Interpretations, inferences, and conclusions were

limited to the tests and sample size as the study pertained only to the state of Texas.

Conclusions Based on Findings

The data investigated in the study provided final answers about the relationship between

EI and work-related stress in the study sample. This study contributed scholarship and additional

data to the growing body of research examining the relationship between EI and work-related

stress. The data's concluding results revealed a significant relationship between EI and work-

related stress for Latino male school principals.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 91

Limitations

Although this study represents an essential first step in understanding principals’ EI, some

limitations should be acknowledged. With respect to sampling, data from Texas may not be

generalizable to the national population. Also, the specific groups who took the survey, one

professional organization and two school districts, may not have been representative of Texas.

Conducting a national survey can increase validity and bring different perceptions to light.

The validity of the data were dependent on the trustworthiness and candidness of the

participants completing the online survey, and principal participation was limited to urban school

districts in the state of Texas. The sample was anticipated initially to include a minimum of 132

participants, but 145 participants completed the survey. The validity and reliability of the self-

reported EI scale (WLEIS) based on the framework of Mayer and Salovey (1997) (Appendix G)

used in this study were discussed in Chapter 3 as a second limitation. Limitations related to the

reliability of the data collection comprised of the convenience sample as most participants came

from two school districts and one organization. While the WLEIS instrument was representative of

EI evaluation instruments worldwide in multiple languages and generally found to be reliable and

valid in the literature, the instrument has not been revised for over 21 years at the conclusion of the

period of interest for the study period in 2022 (Wong & Law, 2002). There is also some

controversy as to whether the WLEIS is a measure of EI as a capacity because some studies

identify this scale as a measure of EI as an attribute (Brannick et al., 2009).

Recommendations

School principals continue to be tasked with learning new and innovative themes to serve

better learning communities and stakeholders in continuous educational transformations. The

study's results, interpretations, and conclusions have further extended the knowledge of EI and
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 92

work-related stress for Latino male principals. Still, the evidence should not be limited to just that

cluster. The benefits of high EI levels can be applied to diverse environments and extend

educational leadership. EI allows a person to control, recognize, and nurture feelings to manage and

understand others’ emotions (Aldawsari, 2020). Emotional intelligence training can be used in

organizations to motivate toward a shared goal.

Future research may include expanding the pool of participants from one state to regions

or a national study. The lack of participation across multiple urban districts or the cost to the

organization to share the survey in Texas required arduous approval and fees restricting the focus

of the study to two school districts and one administration organization. A larger sample size and

different range of criteria may have generated more generalizable discoveries and statistical

significance or may have resulted in a more robust test. The research study focused on gender,

limiting the participant to choose whether they identified between male or female as they received

the invitation to participate. Kean (2020) argued the idea that only two genders exist forces people

into two dichotomous gender groups, known as genderism. Participation could have included an

alternative with more options such as cisgender male, transgender, and nonbinary.

Furthermore, in light of the inconsistencies in the literature surrounding emotional

intelligence (Conte, 2005), further research is needed to clarify the development of directed

interventions for support. Recommended changes in policies and practices supported by the study

include equity in diverse representation to benefit students. The discussed research demonstrates

the potential value of EI by connecting job satisfaction, emotional exhaustion, and well-being to

the daily work expectations of school principals.

Implications for Leadership

Effective leadership is a significant school-based variable that directly influences student

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 93

outcomes (Bush, 2021). Results from the study will be distributed to leadership in the large

school districts and organizations where the study was completed. The conclusions will inform

school agencies on professional development, hiring, and retention. The study may advance

knowledge, benefit principals and districts to train and promote Latino male leaders in higher

positions, plus foster and promote positive societal transformation.

Conclusion

Acosta and Guthrie (2022) conveyed a need for future research addressing the literature gap

regarding EI for school principals. To address the literature gap, a study was conducted to explore

and analyze statistical significance among Latino male school principals in urban school districts

across Texas. Data from the study divulged significant information educational leaders and trainers

might utilize for leadership educator professional development, hiring practices, and employment

retention. The purpose of the quantitative correlation study was to examine the relationship

between EI and job-related stress for Latino male school principals in urban Texas districts. An

increase in EI can influence retaining principals or lead to principal attrition (Gates et al., 2019).

Results indicated a statistically significant relationship in job-related stress is due to EI among

Latino male school principals in urban Texas districts. Implications for leadership can involve

planning and considering employee EI through transformational leadership.

An overview of the preceding chapters was presented in Chapter 5. The study’s findings,

interpretations, conclusions, limitations, and implications for leadership were deliberated. The

research summary of the study's problem, purpose, design, and methods were discussed, and the

research question and hypotheses were addressed. A theoretical framework was used to ground the

study in theoretical conception while establishing credibility. A literature review provided a

detailed overview of EI and work-related stress. The quantitative corrective study sought to address
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 94

a gap in the literature for Latino male school principals.

Educational leaders continue to be tasked with creating a preparation program that best

suits the needs of current and new principals. Since organizational leaders continuously seek

efficient leadership practices, additional inquiry on the relationship between EI and work-related

stress was recommended. In Chapter 5, recommendations were proposed for future researchers

attracted to examining and adding to the literature. A more thorough understanding of the

relationship between EI and work-related stress has implications in educational leadership for

school districts wanting to provide professional development and training to allow state and

federal resources most efficiently provide the highest level of service to the stakeholders in the

learning environment. Specifically, the gap between Hispanic and Non-Hispanic leaders at the

district level requires additional attention, both in terms of advocacy and professional learning

opportunities.
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 95

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Appendix A

Informed Consent

Prospective Research Participant: Read this consent form carefully and ask as many questions
as you like before you decide whether you want to participate in this research study. You are free
to ask questions at any time before, during, or after your participation in this research.

Project Information

Project Title: Unpacking the Latino Male Emotional Intelligence of School Principals: A
Quantitative Study
Researcher: Ernesto Delgado
Organization: American College of Education
Email: Telephone:

Date of IRB Approval: Please note that this research study has been approved by the American
College of Education Institutional Review Board. The IRB approved this study on (October 4,
2022). A copy of the approval letter will be provided upon request.

Researcher’s Dissertation Chair: Dr. Carolyn Price

Organization and Position: American College of Education, Adjunct Faculty, Department of
Leadership and Administration.
Email:

Introduction: My name is Ernesto Delgado, and I am a doctoral candidate at the American

College of Education. I am doing research under the guidance and supervision of my Chair, Dr.
Carolyn Price. I will give you some information about the project and invite you to be part of this
research. Before you decide, you can talk to anyone you feel comfortable with about the
research. If you have questions, ask me to stop as we go through the information, and I will
explain. If you have questions later, feel free to ask me then.

Purpose of the Research: This proposed quantitative correlation study aims to examine the
relationship between Emotional Intelligence (EI) and job-related stress for Latino male school
principals in urban Texas districts. You are being asked to participate in a research study which
will assist with addressing how EI affects day-to-day tasks in school environments rather than
depending solely on leadership experience. Conducting this quantitative correlation study will
uncover the experiences and contribute to the Latino leadership knowledge base by providing
evidence of the connection between EI and job-related stress.

Research Design and Procedures: The study will use a quantitative methodology and
correlational research design. A survey will be disseminated to specific participants within the
Latino organization. The study will comprise of 138 participants who will participate in
completing the survey via SurveyMonkey. The study will involve a survey to be conducted
virtually most convenient for participants. After completion, a debrief session will occur.
Participants will be selected to complete a four-to-six-minute survey specific to emotional
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 124

intelligence and work-related stress as a principal.

Participant selection: You are being invited to take part in this research because of your
experience as a Latino male school principal in an urban Texas district who can contribute much
to the emotional intelligence knowledge base which meets the criteria for this study. Participant
selection criteria: Latino, male, Principal role.

Voluntary Participation
Your participation in this research is entirely voluntary. It is your choice whether to participate.
If you choose not to participate, there will be no punitive repercussions.

Right to Refuse or Withdraw

Participation is voluntary. At any time, you wish to end your participation in the research study,
you may do so by sending me an email explaining you are opting out of the study. There will be
no repercussions for leaving the study.

Procedures
We are inviting you to participate in this research study. If you agree, you will be asked to
complete the survey via an emailed secure hyperlink. The type of questions asked will range
from a demographical perspective to direct inquiries about the topic of emotional intelligence
and work stress.

Duration
The survey portion of the research study will require approximately 4 to 6 minutes to complete.
If you are chosen to be a participant, the time allotted for the survey will be two weeks at a time
convenient for the participant. Prior to an interview, you will be asked to provide written
permission to have the interview recorded for the sake of having accurate transcripts for data. A
follow-up debriefing session will take place via a video teleconference.

Risks
I will ask you to share personal and confidential information, and you may feel uncomfortable
talking about some of the topics. You do not have to answer any questions or take part in the
discussion if you don't wish to do so. You do not have to give any reason for not responding to
any question.

Benefits
While there will be no direct financial benefit to you, your participation is likely to help us find
out more about understanding and managing emotions and the effects stress can have on an
individual. The potential benefits of this study will aid the Latino community in helping Latino
leaders learn more about their emotional intelligence.

Confidentiality
I will not share information about you or anything you say to anyone outside of the researcher.
During the defense of the doctoral dissertation, the data collected will be presented to the
dissertation committee. The data collected will be kept in a locked file cabinet or encrypted
computer file. Any information about you will be coded and will not have a direct correlation,
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 125

which directly identifies you as the participant. Only I will know what your number is, and I will
secure your information into an encrypted and password-protected computer. Research data will
be kept confidential and destroyed after three years using data destruction.

Sharing the Results

At the end of the research study, the results will be available for each participant. It is anticipated
to publish the results so other interested people may learn from the research.

Questions About the Study

If you have any questions, you can ask them now or later. If you wish to ask questions later, you
may contact me via email at or telephone at .
This research plan has been reviewed and approved by the Institutional Review Board of the
American College of Education. This is a committee whose role is to make sure research
participants are protected from harm. If you wish to ask questions about this group, email
IRB@[Link].

Certificate of Consent (© 2021 American College of Education)

I have read the information about this study, or it has been read to me. I acknowledge why I have
been asked to be a participant in the research study. I have been provided the opportunity to ask
questions about the study, and any questions have been answered to my satisfaction. I certify I
am at least 18 years of age. I consent voluntarily to be a participant in this study.

Print or Type Name of Participant:

Signature of Participant:

Date:

I confirm that the participant was given an opportunity to ask questions about the study, and all
the questions asked by the participant have been answered to the best of my ability. I confirm
that the individual has not been coerced into giving consent, and the consent has been given
freely and voluntarily. A copy of this Consent Form has been provided to the participant.

Print or type the name of the lead researcher: Ernesto Delgado

Signature of lead researcher: ___________

Date: May 15, 2022

PLEASE KEEP THIS INFORMED CONSENT FORM FOR YOUR RECORDS

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 126

Appendix B

Recruitment Letter

May 3, 2022

Dear Perspective Participant:

I am Ernesto Delgado, a doctoral candidate at the American College of Education (ACE) writing to
let you know about an opportunity to participate in a dissertation research study.

Brief description of the study: This information will be used for my dissertation research related
to Unpacking the Latino Male Emotional Intelligence of School Principals: A Quantitative Study.
The quantitative correlational research design study will examine the relationship between
Emotional Intelligence (EI) and job-related stress for Latino male school principals in urban Texas
districts. Responses and data will be gathered through an anonymous four to six-minute web survey
via SurveyMonkey Software.

Description of criteria for participation: Latino male school principal in an urban Texas school
district.

Your participation in the study will be voluntary. If you wish to withdraw from the research at any
time, you may do so by contacting me using the information below. I may publish the results of this
study; however, I will not use your name nor share identifiable data you provided. Your
information will remain confidential. If you would like additional information about the study,
please contact the following.

Candidate Contact Information:

Principal Investigator: Ernesto Delgado
E-mail
Phone:

Chair Contact Information:

Dissertation Chair: Dr. Carolyn Price
E-mail

If you meet the criteria above, are interested in participating in the study, and would like to be
included in the potential participant pool, please use the link below to access, review, and accept
the informed consent.

Link to approved IRB Informed consent

Thank you again for considering this dissertation research opportunity.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 131

Appendix G

Screenshot of SurveyMonkey
Work Stress & Emotional Intelligence Survey
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Appendix L

Wong and Law Emotional Intelligence Scale (WLEIS)

Self-Emotions Appraisal (SEA)

1. I have a good sense of why I have certain feelings most of the time.

2. I have a good understanding of my own emotions.

3. I really understand what I feel.

4. I always know whether or not I am happy.

Others-Emotions Appraisal (OEA)

5. I always know my friends’ emotions from their behavior.

6. I am a good observer of others’ emotions.

7. I am sensitive to the feelings and emotions of others.

8. I have a good understanding of the emotions of people around me.

Use of Emotion (UOE)

9. I always set goals for myself and then try my best to achieve them.

10. I always tell myself I am a competent person.

11. I am a self-motivating person.

12. I would always encourage myself to try my best.

Regulation of Emotion (ROE)

13. I am able to control my temper so that I can handle difficulties rationally.

14. I am quite capable of controlling my own emotions.

15. I can always calm down quickly when I am very angry.

16. I have good control of my own emotions.

EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 145

Appendix M

Work Stress Questionnaire (WSQ)

1. Do you have time to finish your assignments?

2. Do you have the possibility to influence decisions at work?
3. Does your supervisor consider your views?
4. Can you decide on your work pace?
5. Has your workload increased? If yes: Do you perceive that as stressful?
6. Are the goals for your workplace clear? If partly or not: Do you perceive that as stressful?
7. Do you know which assignments your work tasks include? If partly or not: Do you perceive
that as stressful?
8. Do you know who is making decisions concerning your workplace? If partly or not: Do you
perceive that as stressful?
9. Are there any conflicts at work? If yes: Do you perceive that as stressful?
10. Are you involved in any conflicts at your workplace? If yes: Do you perceive that as
stressful?
11. Has your supervisor done anything to solve the conflicts? If partly or not: Do you perceive
that as stressful?
12. Do you put high demands on yourself at work? If yes: Do you perceive that as stressful?
13. Do you often get engaged in your work? If yes: Do you perceive that as stressful?
14. Do you think about work after your working day? If yes or partly: Do you perceive that as
stressful?
15. Do you find it hard to set a limit to work assignment although you have a lot to do? If yes or
partly: Do you perceive that as stressful?
16. Do you take more responsibility at work than you ought to? If yes: Do you perceive that as
stressful?
17. Do you work after ordinary working hours to finish your assignments? If yes or partly: Do
you perceive that as stressful?
18. Do you find it hard to sleep because your mind is occupied with work? If yes or partly: Do you
perceive that as stressful?
19. Due to work, do you find it hard to find time to be with your nearest?
20. Due to work, do you find it hard to find time to be with your friends?
21. Due to work, do you find it hard to find time for your recreational activities?
EI OF SCHOOL PRINCIPALS: A QUANTITATIVE STUDY 146

Appendix N

Institutional Review Board Approval Letter

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