[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601763-105":59,"doc-detail-601763-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","does-implementing-an-emotional-intelligence-program-guarantee-student-achievement","Does Implementing an Emotional Intelligence Program Guarantee Student Achievement?","","A peer-reviewed study examines whether implementing an emotional intelligence program embedded in a whole learning community improves student achievement. Using Texas Education Association archival datasets, the research compares schools adopting The Leader in Me (TLIM) versus those not using it, applying causal-comparative analysis with one-way ANOVA. Results show no statistically significant difference overall, while schools reaching Lighthouse status demonstrate higher achievement in ELA and mathematics.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/does-implementing-an-emotional-intelligence-program-guarantee-student-achievement/601763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/does-implementing-an-emotional-intelligence-program-guarantee-student-achievement/601763.png","ImageObject",300,407,{"name":92,"@type":93},"ahduag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What study question does the manuscript address?","Question",{"text":112,"@type":113},"It asks whether implementing an emotional intelligence program guarantees improved student achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were schools and data sources selected for the analysis?",{"text":117,"@type":113},"Schools using The Leader in Me were compared with schools not using it, and data came from publicly available archival datasets from the Texas Education Association.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the key findings about student achievement?",{"text":121,"@type":113},"Overall, results indicated no statistically significant difference between the TLIM and non-TLIM school groups; however, Lighthouse-status schools showed significantly higher achievement in ELA and mathematics.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601763,1792591697,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},3985747870414,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Does Implementing an Emotional Intelligence Program Guarantee Student Achievement?  \nThis manuscript has been peer-reviewed, accepted, and endorsed by the National Council of Professors of Educational Administration (NCPEA) as a significant contribution to the scholarship and practice of school administration and K-12 education.  \nCoral L. Wilkens  \nElaine Wilmore, Dissertation Chair  \nTexas A&M University Commerce  \nNCPEA Editorial Advisor, Dr. John Shinsky  \nBeing a 21st century learner may require a shift in the education paradigm. To be successful students may need to possess a different type of intelligence. Cherniss (2001), Goleman (1995), and O’Neil (1996), suggest that the key to positive life outcomes might consider emotional intelligence as more important than intellectual quotient ( IQ). Emotional intelligence is associated with positive life outcomes, as seen in several studies conducted on emotional intelligence in business leadership, educational leadership, achievement, and life success. The purpose of this study was to compare the implementation of a positive behavior support (PBS)system (The Leader In Me [TLIM]) that embeds emotional competencies throughout an entire learning community with its affect on student achievement.  \nMore than 1,200 schools across the United States use TLIM approach. The schools chosen for this study were located solely in the state of Texas. Data were obtained from the publicly available archival datasets from the Texas Education Association (TEA). A causalcomparative analysis using a one-way ANOVA was used to determine whether a significant correlation existed between schools that used TLIM and those that did not. Results indicated no statistically significant difference between the two school groups. Additional analysis was performed to examine the level of implementation. Schools that had reached Lighthouse status demonstrated a significantly higher achievement level in ELA and mathematics compared to schools that did not use TLIM.  \nNCPEA Education Leadership Review of Doctoral Research, Vol. 2, No. 1 – March 2015  \nISSN: 1532-0723 © 2014 National Council of Professors of Educational Administration  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, attribution to  \nthe author/s is required.  \nIntroduction  \nThe 21st-century school is charged with serving a socio-culturally diverse group of students with varying needs and interests that require schools to prepare students for life successes through a balanced education that ensures both mastery of academic skills and the social competence required to be productive adults (Payton et al., 2008) . Currently, academic curriculum is focused on four core content areas that include reading, math, social studies, and science. With the increased concentration of academic achievement focused on these areas, little time left to teach social and emotional skills. Schools are charged with the demands of academics, discipline, global participation, and social issues that include bullying and violence. With these added factors in mind, one might consider that infusing the core curriculum with social and emotional competencies might not only help with behavioral issues, but also improve student achievement.  \nWhile the push for academic excellence has surged upward, the focus on character education and emotional and social competencies has begun to wane (Covey, 2008) . The current U.S. Chamber of Commerce (2012) report, Leaders and Laggers, is an annual state-by-state report that discusses the effectiveness of American education. The report admonishes the American education system for not preparing children for the intellectual demands ofthe modern workplace and 21st century society. Despite the call from business for educational innovation and college and career readiness, America continues to fall short in preparing its students with the skills necessary for postsecondary life.  \nCovey (2008) shared t","cbCaiaiGgOrI5F27","https://ap.wps.com/l/cbCaiaiGgOrI5F27","pdf",232126,13,"English","# Introduction\n## 21st-century education and social-emotional needs\n## Limits of academic-only curriculum\n## Character education and workplace readiness\n# Statement of the Problem\n## Universal instruction and PBS infrastructure","[{\"question\":\"What study question does the manuscript address?\",\"answer\":\"It asks whether implementing an emotional intelligence program guarantees improved student achievement.\"},{\"question\":\"How were schools and data sources selected for the analysis?\",\"answer\":\"Schools using The Leader in Me were compared with schools not using it, and data came from publicly available archival datasets from the Texas Education Association.\"},{\"question\":\"What were the key findings about student achievement?\",\"answer\":\"Overall, results indicated no statistically significant difference between the TLIM and non-TLIM school groups; however, Lighthouse-status schools showed significantly higher achievement in ELA and mathematics.\"}]","Does Implementing an Emotional Intelligence Program Guarantee Student Achievement? | PDF",1792093386,33]