Educational Leaders and Emotions

Berkovich, Izhak; Eyal, Ori

doi:10.3102/0034654314550046

Cited by 145 publications

(79 citation statements)

References 128 publications

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“…Some studies (Jennings, 2011;Sutton & Wheatley, 2003) showed the close relation between teachers' socio-emotional skills and their effectiveness and quality during teaching and learning processes in the classroom. The research shows that adequate levels of emotional intelligence help teachers to cope with the problems they face in the educational context more successfully (Berkovich & Eyal, 2015;Ju, Lan, Li, Feng, & You, 2015;Wurf & Croft-Piggin, 2015;Yin, 2015).…”

Section: Discussionmentioning

confidence: 94%

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Corbí

Pertegal-Felices

Sánchez

2018

Psicol. Refl. Crít.

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Background: Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. Methods:The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one's own emotions and others' emotions, identifying and understanding the impact one's own feelings in adopting decisions, expressing one's own emotions and the stress experienced, and managing both one's own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. Results:The results showed a significant improvement in the EI of students in the experimental group compared with the control group.Conclusions: This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom.Trial registration: The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015.

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Section: Discussionmentioning

confidence: 94%

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Corbí

Pertegal-Felices

Sánchez

2018

Psicol. Refl. Crít.

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“…Following the suggestion that future research should explore the relationship between emotional labor strategies, leadership styles and followers' well-being, work attitudes, and job performance in various contexts (Hülsheger and Schewe, 2011;Berkovich and Eyal, 2015), this study explored the effects of PL on teachers' emotional labor and organizational outcomes. In terms of organizational outcomes, this study selected teacher commitment, which is frequently reported as an important indicator for school effectiveness (Firestone and Pennell, 1993;Park, 2005;Meyer et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Leading Teachers’ Emotions Like Parents: Relationships Between Paternalistic Leadership, Emotional Labor and Teacher Commitment in China

2020

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Emotional labor plays an essential role in school leadership and teaching, as principals and teachers undergo complex interactions with students, colleagues, and parents. Although researchers have realized the influence of leaders' behaviors on followers' emotions in management and educational contexts, the relationship between leadership behaviors, teachers' emotional labor, and related organizational outcomes has been underexplored. As leadership and emotional labor are situated and influenced by cultural contexts, the current study focused on the relationship between teachers' emotional labor strategies, multidimensional teacher commitment, and paternalistic leadership, a unique leadership type rooted in Confucianism. Paternalistic leadership is a style that combines strong authority with fatherly benevolence, which is prevalent in East Asia and the Middle East. A sample of 419 teachers was randomly selected to participate in a survey. The results showed that principals' authoritarian leadership behaviors had negative influences on teachers' commitment to the profession and commitment to the school. Benevolent leadership had positive effects on teachers' commitment to students, commitment to the profession, and commitment to the school. Teachers' deep acting played positive mediating effects, while surface acting was a negative mediator. The results imply that school leaders could properly exert parent-like leadership practices to facilitate teacher commitment through managing teachers' emotions.

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“…The head teachers spoke with passion, underpinned by shared core values. Whereas the admission of feelings and sensitivity would previously have been stigmatised (Berkovich and Eyal, 2015), as would the admission of flaws; emotion, fallibility and a willingness to learn from others were very much at the forefront of discussions during this research.…”

Section: Discussionmentioning

confidence: 98%

Collaborations: providing emotional support to senior leaders

Solvason

Kington

2019

JPCC

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The purpose of this paper, based upon research carried out between a university and a Local Authority (LA) in the Midlands, UK, is to explore the phenomenon of head teachers working collaboratively across clusters of primary schools, or inter-collaboration.Design/methodology/approach -A qualitative case study approach was taken and the data collection methods co-constructed with the participants.Findings -The head teachers were eager to share what they perceived as an overwhelmingly positive collaborative experience. The findings in this paper illustrate perhaps the most significant discovery, i.e. the role that the collaborative clusters can play in offering emotional support to those head teachers involved.Research limitations/implications -This research was based within a specific LA, so the findings reflect the values manifested there. Quite different results may have been discovered in alternative contexts.Originality/value -The personal, social and emotional needs of leaders are often overlooked in research whilst focussing upon the support that they offer to others. This paper explores the solitary role that headship can be and the function that supportive, collaborative clusters can provide in filling that emotional void.

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Educational Leaders and Emotions

Cited by 145 publications

References 128 publications

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Emotional intelligence training intervention among trainee teachers: a quasi-experimental study

Leading Teachers’ Emotions Like Parents: Relationships Between Paternalistic Leadership, Emotional Labor and Teacher Commitment in China

Collaborations: providing emotional support to senior leaders

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