Table 4. 10
4.10 Representative Theme 6 Statements
Participant Descriptive Code In Vivo Statement
A8 PERSONAL “ability to do something that I feel is important”
R8 EIVALUE “so clearly affected people’s lives every day”
R8 CONNECT “connection to real-life activities”
A9 EIPRESSURE “you had to have pretty high emotional intelligence to
survive”
A3 EIPRESSURE “I was pushed by a number of challenges that I was
facing”
R1 EIPRESSURE “I learned to deal with situations better”
A3 EIVALUE “doing what you think is right despite how people
feel”
A5 EIPRESSURE
EIOTHERS
“forced to learn how to deal with warring parties,
bring the technological work and the interpersonal
stuff together to get something good to happen”
A9 FAMILYINF “everything I’ve learned about leadership I’ve learned
from raising a family and being a parent”
A3 FAMILYINF “the experience (of being a mom) mattered to me
because I think it changed my complete outlook”
A2 EIPRESSURE “the only thing you can control is how you react to
the uncontrollable”
A3 EIVALUE “if I did what I thought was the right thing, I could live with myself”
A2 EXPERIENCE “every day’s a learning experience”
A9 PERSONAL “intersection between personal and professional life
was something I really came to understand”
R8 EIPRESSURE “it’s harder than it looks”
R8 EMOTION “disproportionately high impact that the emotional
side has”
A4 DEVELOPMENT “I don’t think we focus enough on the EI aspect”
A3 PERSONAL “as part of emotional intelligence, you really need to
think about yourself, too”
The foregoing section provided a description of the six themes that emerged from this
study, along with supporting in vivo statements provided by the participants. These
statements underscored the study’s transcendental phenomenology’s purpose: discerning
the essence, textually and structurally, of the participant’s experiences in developing their