EQ, Not Just IQ: The Relationship between Emotional Intelligence and the Success of High School Principals Who Have Been Awarded the Illinois Principals Association''s High School Principal of the Year Award

Loyola University Chicago Loyola eCommons Dissertations Theses and Dissertations 2014 EQ, Not Just IQ: The Relationship between Emotional Intelligence and the Success of High School Principals Who Have Been Awarded the Illinois Principals Association's High School Principal of the Year Award Rowena Mak Loyola University Chicago Follow this and additional works at: https://ecommons.luc.edu/luc_diss Part of the Educational Leadership Commons Recommended Citation Mak, Rowena, "EQ, Not Just IQ: The Relationship between Emotional Intelligence and the Success of High School Principals Who Have Been Awarded the Illinois Principals Association's High School Principal of the Year Award" (2014) Dissertations 903 https://ecommons.luc.edu/luc_diss/903 This Dissertation is brought to you for free and open access by the Theses and Dissertations at Loyola eCommons It has been accepted for inclusion in Dissertations by an authorized administrator of Loyola eCommons For more information, please contact ecommons@luc.edu This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License Copyright © 2014 Rowena Mak LOYOLA UNIVERSITY CHICAGO EQ, NOT JUST IQ: THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND THE SUCCESS OF HIGH SCHOOL PRINCIPALS WHO HAVE BEEN AWARDED THE ILLINOIS PRINCIPALS ASSOCIATION’S HIGH SCHOOL PRINCIPAL OF THE YEAR AWARD A DISSERTATION SUBMITTED TO THE FACULTY OF THE GRADUATE SCHOOL OF EDUCATION IN CANDIDACY FOR THE DEGREE OF DOCTOR OF EDUCATION PROGRAM IN ADMINISTRATION AND SUPERVISION BY ROWENA MAK CHICAGO, ILLINOIS MAY 2014 Copyright by Rowena Mak, 2014 All rights reserved ACKNOWLEDGEMENTS To suggest that this work has been a personal journey would be an understatement As with many journeys, the road to completing this dissertation would not be possible without the love, support, and guidance from many people whom I proudly consider as my mentors My research would not have been possible without the generous time from the participants of this study Our brief interaction truly had a profound effect on my understanding of leadership and the selfless act of committing oneself to school improvement Words are not enough to express my gratitude to my dissertation committee members, Dr Susan Sostak and Dr Lori Hinton Beyond the time you dedicated to guiding my work, I hope you know how much your own contributions as instructional leaders serve as an inspiration to many women like me who are committed to balancing the pursuit of personal and professional fulfillment It was truly fate that brought me fortune to have Dr Marla Israel as my dissertation director I was blessed by her wisdom, her extensive experience in school leadership, and by her willingness to provide me with constructive feedback to improve my work I can only aspire to inspire future leaders the way she has inspired me In that leaders are made and not born, I would like to thank my colleagues from Taft High School and Adlai E Stevenson High School as I count every one of our interactions as an opportunity to become a great leader I will forever be grateful for the lessons you have taught me in doing what is best for students iii My family has been an incredible source of strength as they reminded me of the important things in life To my parents, Luz and Rolando, who have always believed in me, and my siblings, Ceazar and Luzinda, who have always kept me grounded A special thank you goes to my motherin-law, Kwai Lan, whose love for me and my children have been nothing less than what a selfless mother can give And most importantly, to my husband and best friend, David, who never expressed his encouragement through casual compliments but rather a set of standards that have helped me reach my fullest potential His support throughout this journey has helped me believe in myself and in achievements I did not know were possible This dissertation is wholeheartedly dedicated to my daughters, Izzy and Sofia May they be fulfilled in their own pursuit of happiness in life May they realize that with passion and perseverance, anything is possible May they know that having them as daughters is and will always be my greatest accomplishment in life iv TABLE OF CONTENTS ACKNOWLEDGEMENTS iii LIST OF TABLES viii LIST OF FIGURES ix ABSTRACT .xii CHAPTER I INTRODUCTION Purpose of the Study Significance of the Problem Research Questions Methodology Proposed Literature Areas/Conceptual Framework 13 Summary 13 II REVIEW OF RELATED LITERATURE 16 Introduction 16 The Growing Leadership Challenge of Principals 16 The Relationship between Successful Principals and Successful Schools 19 The Challenge of High School Principals 21 Organizational Health as an Essential Responsibility of the Principal 24 Getting Serious about School Climate 26 So Many Standards, So Little Time 27 Emotional Intelligence as a Leadership Requirement 29 Emotional Intelligence Defined 32 Understanding Emotional Intelligence 35 Principal Recognition that Celebrates Successful Leadership 39 Emotional Intelligence as a Component of Leadership Programs 42 Summary 46 III PROCEDURES 48 Introduction 48 Research Questions 49 Research Design and Justification for the Design 50 Sampling Plan 54 Phase One: Quantitative Measure 56 Quantitative Data Collection Procedures 59 Quantitative Data Analysis 61 Phase Two: Qualitative Measure 61 Qualitative Data Collection 61 v Qualitative Data Analysis 66 Limitations and Bias of the Study 69 Summary 70 IV PRESENTATION OF THE DATA 72 Introduction 72 Illinois High School Principal of the Year 73 Description of Participants 75 Essentials Survey 78 Data from Emotional Intelligence Appraisal® 85 Semi-Structured One-on-One Interviews 87 Individual Principal Profiles 88 Principal A 89 Essentials Survey Results for School 91 One-on-One Interview with Principal A 93 Principal B 95 Essentials Survey Results for School 96 One-on-One Interview with Principal B 99 Principal C 102 Essentials Survey Results for School 103 One-on-One Interview with Principal C 106 Principal D 109 Essentials Survey Results for School 110 One-on-One Interview with Principal D 114 Principal E 117 Essentials Survey Results for School 117 One-on-One Interview with Principal E 120 Emotional Intelligence Group Profile 122 Coding Categories for Interview Portion of the Study 126 Coding Categories that Emerged from Semi-Structured One-on-One Interviews 128 Presentation of Data Summary 140 V DISCUSSION 144 Overview 144 Summary of Rationale and Research Methods 144 Conclusions 146 Strength to Capitalize On 155 Strength to Build Upon 155 Implications for Educational Practice 161 Limitations of this Study 164 Recommendations for Future Research 165 Summary 167 APPENDIX A FREEDOM OF INFORMATION REQUEST 174 B PERMISSION TO USE THE EMOTIONAL INTELLIGENCE APPRAISAL® 176 vi C D E F G H I J K L M N E-MAIL MESSAGE FOR PARTICIPATION IN RESEARCH 178 CONSENT LETTER FOR PARTICIPATION IN RESEARCH 180 COVER LETTER AND DEMOGRAPHIC INFORMATION 184 SAMPLE QUESTIONS FROM EMOTIONAL INTELLIGENCE SURVEY 186 EMOTIONAL INTELLIGENCE SURVEY SAMPLE REPORT 188 FIRST REMINDER 190 SECOND REMINDER 193 THIRD REMINDER 194 E-MAIL MESSAGE TO SCHEDULE INTERVIEW WITH PARTICIPANTS 196 CONSENT LETTER FOR INTERVIEW 198 INTERVIEW PROTOCOL 203 CONFIDENTIALITY AGREEMENT 205 REFERENCE LIST 207 VITA 213 vii LIST OF TABLES Table Page Demographic Information of Participants 76 Socioeconomic and Demographic Data for Schools 1-5 76 Socioeconomic and Demographic Data for Schools 1-5 77 Percent of Students Meeting or Exceeding State Standards on PSAE 78 Questions from School 5’s School Climate Survey that Best Correspondents with Essentials Survey as Selected by Researcher 81 Selected Questions and Responses from Teacher Version of Essentials Survey, Schools 1-4 82 School Responses from Selected Questions, 2013 Teacher Survey: Essentials Survey 91 School Responses from Selected Questions, 2013 Teacher Survey: Essentials Survey 97 School Responses from Selected Questions, 2013 Teacher Survey: Essentials Survey 104 10 School Responses from Selected Questions, 2013 Teacher Survey: Essentials Survey 111 11 School Responses from School Climate Survey 118 12 Strengths and Areas for Growth of Participants as Demonstrated in Emotional Intelligence Appraisal® 126 13 Coding Categories Linked to Emotional Intelligence Framework 127 14 Coding Categories Linked to Emotional Intelligence Framework 147 15 Responses from Essentials Survey Data and the School Climate Survey 152 16 Percent of Students Meeting or Exceeding State Standards on PSAE 154 viii LIST OF FIGURES Figure Page Triangulation of Data 12 Emotional Intelligence Framework 14 Emotional Intelligence Framework 36 Illinois Performance Standards for School Leaders and Criteria for IPA Principal of the the Year Award 41 Phases of Emotional Intelligence Training Program 45 Triangulation of Data 53 Process for Analysis of Qualitative Data Used by Researcher to Generate Coding Categories 67 Steps for Data Gathering and Analysis 69 Triangulation of Data 73 10 Steps for Data Gathering and Analysis 74 11 Emotional Intelligence Framework 85 12 A Guide to Interpreting Emotional Intelligence Appraisal® Score 86 13 Framework for Triangulation of Data 89 14 Student Achievement Growth for School 90 15 Teacher Response Rate from School 1’s Essentials Survey 90 16 Principal A’s Emotional Intelligence Appraisal Score 92 17 Principal A’s Emotional Intelligence Appraisal Score Compared to Research Participants and TalentSmart Benchmark Data 94 18 Student Achievement Growth for School 96 ix C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 200 Your identity, as a research participant, will not be used The researcher cannot fully know what information shared during the interview is known publically or privately and will therefore minimize the risk to the participant by allowing him or her the opportunity to review the interview transcript and suggest revisions There are no anticipated direct benefits to the participant for participation in the interview Indirectly, your participation adds to the body of research in education, leadership and the principalship It is hoped the information cited in this study will benefit current and future leaders and researchers Compensation: You will not receive direct compensation for your participation Confidentiality: Any information obtained in connection with this research study that can be identified with you will be disclosed only with your permission; your results will be kept confidential In any written reports or publications, no one will be identified or identifiable Each respondent will be assigned a unique identification number All data will be analyzed/coded using the identification number Individual names or the names of school districts will not be mentioned in the final writing Audio files of the interview will be kept in a locked file cabinet in the researcher’s home and only the researcher and her advisor will have access to the recordings while working on this project Upon completion of the dissertation, the researcher will destroy all audio files and identifying information that can be linked back to you Voluntary nature of the study: Participation in this research study is voluntary Your decision whether or not to participate will not affect your future relations with Loyola University of Chicago If you decide to participate, you are free to stop at any time without affecting these relationships or penalty Contacts and questions: If you have any questions, please feel free to contact me, Rowena Mak, at rmak@luc.edu or my faculty advisor, Dr Marla Israel, at misrael@luc.edu If you have other questions or concerns regarding the study and would like to talk to someone other than the researcher(s), you may also contact the Loyola University Office of Research Services at (773) 508-2689 You may keep a copy of this form for your records Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 201 Statement of Consent: You are making a decision whether or not to participate Your signature indicates that you have read this information and your questions have been answered Even after signing this form, please know that you may withdraw from the study at any time You will be given a signed copy of this form for your records I consent to participate in the study Signature of Participant Date Signature of Researcher Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Date C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX M INTERVIEW PROTOCOL 202 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 203 Demographic Questions: How long have you been/were a principal? How long have you been/were the principal in this district? Describe your route to the principalship Leadership Questions: How would you describe your style of leadership? Describe a time when you learned that something you said or did as a principal had a negative impact on a faculty member How did you learn about it and what did you when you learned this information? Describe how you would handle a conversation with a teacher with whom you need to discuss his/her poor performance What evidence might show that you have created a positive climate or culture in the school? Describe a time when you were able to get members of the faculty to follow you around an unpopular issue How would you define emotional intelligence? What are your impressions of your Emotional Intelligence Appraisal ® results? What you think is your strongest leadership trait that led to your recognition as high school principal of the year? How has research on emotional intelligence influenced leadership/principal development? 10 What type of training or professional development has influenced your emotional intelligence? 11 Do you believe your strengths as demonstrated in the Emotional Intelligence Appraisal® are innate or have they developed over time? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 204 ® 12 If you had to take the Emotional Intelligence Appraisal when you first started in your role as a principal, you think your score would have been the same? Why or why not? 13 In what ways has your emotional intelligence influenced your role as a principal? 14 Self-awareness, self-management, social awareness and relationship management are the domains that comprise emotional intelligence Which one, in your opinion, has had the most effect in your success as a leader? 15 In your opinion, how might emotional intelligence contribute to the preparation of future high school principals? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX N CONFIDENTIALITY AGREEMENT 205 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 206 I, , transcriptionist, agree to maintain full confidentiality in regards to any and all audiotapes and documentation received from Rowena Mak related to her doctoral study titled “EQ, not just IQ: The Relationship Between Emotional Intelligence and the Success of High School Principals.” Furthermore, I agree: To hold in strictest confidence the identification of any individual that may be inadvertently revealed during the transcription of recorded interviews, or in any associated To not make copies of any audio files or computerized files of the transcribed interview texts, unless specifically requested to so by Rowena Mak To store all study-related audio files and materials in a safe, secure locations as long as they are in my possession To turn all audio files and study-related documents to Rowena Mak in a complete and timely manner To delete all electronic files containing study-related documents from my computer hard drive and any backup devices I am aware that I can be held legally liable for any breach of this confidentiality agreement, and for any harm incurred by individuals if I disclose identifiable information contained in the audiotapes and/or files to which I will have access Transcriber’s name (printed): Transcriber’s signature: Date: Researcher’s signature: _ Date: _ Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an REFERENCE LIST Barsade, S (2002) The ripple effect: Emotional contagion and its influence on group behavior Administrative Science Quarterly, 47, 644-675 Berryhill, J., Linney, J., & Fromewick, J (2009) The effects of education accountability on teachers: Are policies too-stress provoking for their own good? 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most (2nd ed.), Eye on Education Willis, J W (2007) Foundations of qualitative research: Interpretive and critical approaches Thousand Oaks, CA: Sage Publications Zhang, Y , & Wildemuth, B M (2009) Qualitative analysis of content In B Wildemuth (Ed.), Applications of social research methods to questions in information and library science (pp.308-319) Westport, CT: Libraries Unlimited Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an VITA Rowena Mak proudly hails from one of the seven thousand and seven hundred islands of the Philippines Daughter of Luzviminda and Rolando Namoca, Rowena’s first exposure to the American culture started in Skokie, Illinois as a curious student at Niles West High School It was here that Rowena developed a love and passion for the Spanish language, which she developed into a profession after earning her Bachelor of Arts degree with a double major in Spanish and Secondary Education from Northeastern Illinois University in 1999 After three formative years as a Spanish teacher at Taft High School in Chicago, Rowena pursued an opportunity as a paraprofessional and later became a Spanish teacher at Adlai E Stevenson High School During these years, she also continued in her advanced studies and completed her Masters in Education in Curriculum and Instruction from Loyola University in Chicago in 2004 She subsequently earned her Type 75 administrative certificate from Roosevelt University in 2009 For the past six years, Rowena has been honored to serve in the role of Director of World Languages and ELL Division at Adlai E Stevenson High School, where she is surrounded by some of the most talented and dedicated educators, whose passion for teaching and learning have helped Rowena grow in her journey as a leader Rowena currently resides in Deerfield, Illinois with her husband David, and their daughters Isabelle (8) and Sofia (4) The completion of this dissertation is a joint celebration that marks Rowena’s 23rd year of being in the United States, from the land of the Philippines where Rowena hopes to return one day, and thank those people and places who have helped shape the woman and the leader she is today 213 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn