A study of the characteristics that distinguish outstanding urban principals: Emotional intelligence, problem-solving competencies, role perception and environmental adaptation

This study seeks to identify the competencies and characteristics that distinguish outstanding urban principals. The study specifically focuses on three questions. First, what are the emotional intelligence and problem solving competencies that distinguish outstanding and typical urban principals? Second, how do outstanding and typical urban principals conceptualize and adapt differently to their job demands? Third, how do outstanding and typical urban principals conceptualize and adapt differently to their external organizational environment?; A criterion sample of 12 outstanding and 8 typical principals was identified from a large midwestern urban school district. Data from critical incident interviews, open-ended questions, and a variety of assessment questionnaires were collected. The quantitative and qualitative data were analyzed to identify the key characteristics that describe differences between the two performance groups. Linkages between these differentiating characteristics and prototypical leadership situations---instructional leadership, change leadership and expert problem solving---were examined.; Significant differences are found in all three areas of inquiry. Outstanding principals demonstrate a broad and deep repertoire of competencies related to emotional intelligence and problem solving. Thirteen of the 23 competencies studied significantly differentiate outstanding and typical principals. These include: self confidence, self control, conscientiousness, achievement orientation, initiative, organizational awareness, developing others, leadership, influence, change catalyst, conflict management, teamwork/collaboration, and analytical thinking.; The findings also point to differences in how outstanding and typical principals conceptualize and adapt to their job demands. Outstanding principals view and position themselves as leaders. They articulate goals that focus on improving instructional quality and organizational climate. They build relationships in the context of these goals.; In addition, the findings suggest that outstanding and typical principals do conceptualize and adapt to their external organizational environments differently. Outstanding principals view the external environment as more important, interact with a broader range of external groups and utilize a wider spectrum of boundary spanning strategies.; Linkages are found between these distinguishing competencies and characteristics and effective principal practice related to instructional leadership, change leadership and expert problem solving. Implications for principals, future research, and practice are explored.