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A two-group comparison of practicing and aspiring school administrators shows higher emotional intelligence in self-control and sociability for the practicing group, while aspiring administrators score lower in assertiveness, emotion regulation, and social awareness. Experience over 10 years also relates to higher self-control and sociability, supporting the role of trainable trait EI competencies.",{"@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/the-impact-of-trait-emotional-intelligence-and-regulation-of-emotions-for-educational-leaders-when-dealing-with-emotionally-charged-adults-read-online-free/601897/",{"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/the-impact-of-trait-emotional-intelligence-and-regulation-of-emotions-for-educational-leaders-when-dealing-with-emotionally-charged-adults-read-online-free/601897.png","ImageObject",300,407,{"name":92,"@type":93},"CatatanPagi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the study on trait emotional intelligence and emotion regulation?","Question",{"text":112,"@type":113},"The study aimed to identify the desired trait emotional intelligence characteristics successful educational leaders have, how they regulate emotions, and the strategies they use when dealing with emotionally charged adults.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How did practicing and aspiring administrators differ in emotional intelligence scores?",{"text":117,"@type":113},"Practicing administrators scored higher in self-control and sociability, while the aspiring group scored lower than practicing principals in assertiveness, emotion regulation, and social awareness.",{"name":119,"@type":110,"acceptedAnswer":120},"What relationship did experience over 10 years show in the results?",{"text":121,"@type":113},"A subset of principals with more than 10 years of experience scored higher in self-control and sociability compared with the aspiring group.","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},601897,1792165235,{"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":24,"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},962090894170,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","The Impact of Trait Emotional Intelligence and Regulation of Emotions for Educational Leaders when Dealing with Emotionally Charged Adults  \nB.P. Finnigan  \nUniversity of South Alabama  \nW. Maulding-Green  \nUniversity of South Alabama  \nThe purpose of this study was to identify the desired emotional intelligent traits successful educational leaders possess, how they regulate their emotions, and the strategies they use when interacting with emotionally charged adults. The results of this two-group study (practicing and aspiring school administrators) revealed higher emotional intelligence scores in the factors of self-control and sociability for the practicing group. The aspiring group scored low, as compared to practicing principals, in the facets of assertiveness, emotion regulation, and social awareness. Similarly, a subset of principals with greater than 10 years’experience scored higher in selfcontrol and sociability as compared to the aspiring group.  \nKey Terms: Ability EI, Emotional intelligence, MSCEIT®, Trait EI, and TEIQue®  \nEducation Leadership Review of Doctoral Research, Vol. 6. Fall/Winter 2018  \nISSN: 1532-0723  \n© 2018 International Council of Professors of Educational Administration.  \nThis manuscript may not be used commercially or edited. When quoting portions of this text, full attribution to the author/s is required.  \nEveryone has emotions; how leaders manage those emotions help to determine a leader’s effectiveness. School administrators have daily encounters with parents most of which are routine, however, some meetings can be emotional and stressful. A leader will meet people “with different levels of ability in handling their emotions” (Wong, 2016, p. 12) . Petrides (2009b) noted,“individuals differ in the extent to which they attend to, process, and utilize affect-laden information of an intrapersonal or interpersonal nature”(p. 10) . How an administrator defuses an emotionally charged situation can result in a positive or negative outcome for all parties involved. Administrators need a strategy on how to best handle their emotions and the emotions of others, especially when dealing with adults who have become emotionally charged.  \nThis study is important to leaders and educators who interact with people. A loss of emotional control can be detrimental to a leader’s or educator’s relationships, whether with a student, teacher, or parent. A leader’s emotions can have a positive or negative influence on others. When a leader is faced with an emotionally challenging situation they must remain in control of their emotions. Leaders are always in the spotlight and must remember they present an emotional model for others to follow. Leaders can have a profound influence on others. If an educator’s actions are impulsive in nature, then the results of their actions may be disastrous. At times, educators face emotionally charged adults, and must have the skills to manage the emotions of others, and effectively calm or console those adults. For these reasons, the study of trait emotional intelligence and the regulation of emotions for educational leaders provides much-needed skills for aspiring and practicing educational administrators.  \nDo these skills needed to respond to emotional confrontations come naturally or can they be taught? Goleman, Boyatzis, and McKee (2002) found that “emotional intelligent competencies are not innate talents, but learned abilities, each of which has a unique contribution to making leaders more resonant, and therefore more effective” (p. 38) . Furthermore, Roy (2015) noted,“many scholars (Goleman, 1998a; Nelis, Kotsou, Quoidbach, Hansenne, Weytens, Dupuis, & Mikolajczak, 2011) argue that training can improve the development of trait EI skills in leaders and educators and that these improvements are sustainable over time”(p. 312) . Training may be equated to learning through life experiences (Bariso, 2018; Wong, 2016) .  \nTrait emotional intelligence (trait EI) is the measure of a","cbCaijWD9qNJ3WRa","https://ap.wps.com/l/cbCaijWD9qNJ3WRa","pdf",202073,13,"English","# Study purpose\n## Emotional intelligence traits and emotion regulation\n# Research design and findings\n## Practicing vs aspiring administrators\n## Impact of experience over 10 years\n# Key concepts and rationale\n## Trait EI as learned competencies\n## Managing emotionally charged interactions","[{\"question\":\"What was the purpose of the study on trait emotional intelligence and emotion regulation?\",\"answer\":\"The study aimed to identify the desired trait emotional intelligence characteristics successful educational leaders have, how they regulate emotions, and the strategies they use when dealing with emotionally charged adults.\"},{\"question\":\"How did practicing and aspiring administrators differ in emotional intelligence scores?\",\"answer\":\"Practicing administrators scored higher in self-control and sociability, while the aspiring group scored lower than practicing principals in assertiveness, emotion regulation, and social awareness.\"},{\"question\":\"What relationship did experience over 10 years show in the results?\",\"answer\":\"A subset of principals with more than 10 years of experience scored higher in self-control and sociability compared with the aspiring group.\"}]","The Impact of Trait Emotional Intelligence and Regulation of Emotions for Educational Leaders when Dealing with Emotionally Charged Adults - read online free | PDF",1792093650,33]