Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system.
Against the backdrop of research that tells us emotions are playing an increasingly prevalent role in organizations' performance, this text draws on empirical studies to powerfully argue that it is incumbent upon school principals to display emotional leadership within the education system.
Izhak Berkovich is a faculty member in the Department of Education and Psychology at the Open University of Israel, Israel. Ori Eyal is Chair of the Graduate Division of Policy, Administration, and Leadership in Education at the Hebrew University of Jerusalem, Israel.
Inhaltsangabe
Introduction Part I Mapping the theoretical landscape 1. Overview of affect and emotions in supervisory relations and in principal-teacher relations Part II Emotions as principals' managerial tool 2. Principals' transformational leadership behaviors and teachers' emotional wellness at work 3. Transformational school leadership, emotional reframing, and teachers' motivation and commitment Part III Interpersonal emotional support of teachers by principals 4. Principals' emotional support of teachers and teachers' occupational identity 5. Principals' communication practices and teachers' emotional distress 6. Psychological distance from principals and teachers' help-seeking intentions Part IV Synthesis of findings and future research 7. Toward a new model of emotional leadership in schools Conclusions
Introduction Part I Mapping the theoretical landscape 1. Overview of affect and emotions in supervisory relations and in principal-teacher relations Part II Emotions as principals' managerial tool 2. Principals' transformational leadership behaviors and teachers' emotional wellness at work 3. Transformational school leadership, emotional reframing, and teachers' motivation and commitment Part III Interpersonal emotional support of teachers by principals 4. Principals' emotional support of teachers and teachers' occupational identity 5. Principals' communication practices and teachers' emotional distress 6. Psychological distance from principals and teachers' help-seeking intentions Part IV Synthesis of findings and future research 7. Toward a new model of emotional leadership in schools Conclusions
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