Date of Award

Fall 11-15-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum, Instruction, and Leadership

First Advisor

Don Schillinger

Abstract

Regret is a powerful and often underexplored emotion that significantly shapes leadership decision-making, particularly in high-stakes environments where the consequences of choices have lasting impacts on individuals, organizations, and communities. The researcher utilized qualitative research to explore how various forms of regret, including anticipatory regret, self-blame regret, and existential regret, influence risk-taking behavior and decision-making processes among higher education leaders within the University of Louisiana System. Drawing upon behavioral decision theory, regret theory, prospect theory, and emotional intelligence frameworks, the study aimed to understand how leaders experience, process, and respond to the emotional dynamics of regret within complex organizational settings. Semi-structured interviews were conducted with twelve higher education leaders occupying diverse administrative roles. Thematic analysis, supported by MAXQDA software, guided the identification of patterns that illuminate the interplay between emotion, cognition, and leadership behavior. The findings reveal that regret operates as both a constraining and enabling force in decision-making. For some leaders, anticipatory regret, marked by the fear of future adverse outcomes, resulted in decision paralysis, risk aversion, and excessive reliance on consensus-building to avoid blame or criticism. For others, regret functioned as a reflective mechanism that fostered ethical alignment, enhanced strategic foresight, and strengthened the capacity to take calculated risks. Participants described how self-blame regret, characterized by the fear of personal accountability for adverse outcomes, shaped a tendency toward cautious strategies or decision delays. Existential regret emerged as particularly influential in shaping leaders’ reflections on missed opportunities, value alignment, and long-term meaning. These emotional processes shaped not only individual decisions but also broader leadership approaches to organizational change, innovation, and professional growth. Professional development emerged as a key influence in equipping leaders to navigate the emotional complexities of regret. Participants emphasized the role of formal leadership training, mentorship, individualized coaching, and peer networks in enhancing resilience, emotional intelligence, and reflective decision-making. Leaders who engaged in sustained professional development reported greater confidence in managing regret, higher adaptability, and deeper alignment between decisions and personal or institutional values. The findings suggest that regret, when engaged thoughtfully, can catalyze transformative leadership. Rather than treating regret as a purely negative emotion, leaders who embrace reflective practices can leverage regret to foster ethical decisionmaking, resilience, and strategic innovation. This research underscores the importance of leadership development programs that integrate emotional intelligence and reflective capacity alongside technical competencies. By fostering organizational cultures that promote psychological safety, encourage calculated risk-taking, and view failure as an opportunity for learning, institutions can better prepare leaders to thrive in complex and uncertain environments. These findings contribute to the growing body of leadership scholarship that recognizes decision-making as both an emotional and cognitive process and positions regret as a central factor in shaping ethical, resilient, and adaptive leadership in higher education.

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