A Model of Emotional Leadership in Schools

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. A Model of Emotional Leadership in Schools sets out the importance of affective wellness in teachers and addresses questions on emotive school management. Bringing together a range of studies, the book elucidates emotion as a managerial tool in the school environment, and considers the interpersonal emotional support of teachers by principals. Ultimately, the text puts forward a new model of emotional leadership in schools to provide practical insights into the ways in which principals can influence, transform, and manage teachers' emotions. This insightful text will be of interest to researchers, academics, and postgraduate students in the fields of school leadership and leadership strategy, as well as educators and school leaders concerned with how interpersonal aspects of emotion management play out within the school context. 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.

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.

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