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Gregory Lucas Ed.D., is a 2026 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

Headshot of Gregory Lucas.

Dissertation Committee:

Lesley Jackson, Ph.D., Committee Chair 

Gary Delanoeye, Ed.D., Committee Member

Susan Stillman, Ed.D., Committee Member

Keywords

emotional intelligence, school leadership, principal well-being, social and emotional learning, mixed-methods explanatory sequential research

Document Type

Dissertation

Publication Date

2026

Abstract

The role of school principals has evolved significantly in recent years, particularly in response to the challenges posed by the COVID-19 pandemic. Declining student mental health, chronic absenteeism, and heightened levels of anxiety and depression among teachers have underscored the need for school leaders to adopt a more holistic approach to leadership. Principals are now expected to address not only academic and administrative responsibilities but also the social and emotional well-being of their school communities. Emotional intelligence (EQ) has emerged as a critical competency for effective leadership, enabling principals to navigate complex interpersonal dynamics, foster positive school climates, and support the mental health of students and staff. Using a mixed-methods approach, the research integrates quantitative data from the Six Seconds Emotional Intelligence Assessment-Adult Version (SEI-AV) with qualitative insights from semi-structured interviews. The study seeks to answer the overarching research question: To what extent do school principals perceive their emotional intelligence as sufficient for their role? Secondary questions examine which EQ competencies principals identify as most essential to their leadership practice and what experiences, practices, or professional learning opportunities do principals identify as contributing to the development of their emotional intelligence. Findings aim to highlight the importance of EQ in leadership preparation and professional development, offering actionable insights to improve school outcomes and address the growing mental health challenges in educational settings. By bridging the gap between theory and practice, this study contributes to the broader discourse on the role of emotional intelligence in fostering resilient, compassionate, and effective school leadership. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No. 0009-0002-1684-2627

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