Emotion in leadership

Yamamoto, Julie K.; Gardiner, Mary E.; Tenuto, Penny L.

doi:10.1177/1741143213499260

Cited by 47 publications

(24 citation statements)

References 42 publications

(57 reference statements)

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“…Candidates preparing for leadership positions are encouraged to seek new understandings of leadership, including the persistent challenge of administrators managing and processing emotion. The case extends the extant research on emotion in leadership through application of our model (Yamamoto, Gardiner, & Tenuto, 2014) developed in an empirical study to a leadership preparation community. The case is original and specific to managing school activity funds as a school assistant principal.…”

Section: Background To the Casementioning

confidence: 86%

Administrators in Action—Managing Public Monies and Processing Emotion in School Activities

Tenuto

Gardiner

Yamamoto³

2015

Journal of Cases in Educational Leadership

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This teaching case describes school administrators in action performing day-to-day leadership tasks, managing public funds in school activities, and interacting with others appropriately. The case focuses on administrative challenges in handling and managing school activity funds. A method for processing emotion is discussed to assist administrators in building capacity in themselves and others. Self-reflection helps leaders to understand themselves and others, improve communication, and avoid misunderstandings, strengthening capacity to lead. Teaching notes, questions for reflection, and an application activity are also included. The case was developed for use within educational leadership pre-service and for professional learning by practicing school administrators.

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Section: Background To the Casementioning

confidence: 86%

Administrators in Action—Managing Public Monies and Processing Emotion in School Activities

Tenuto

Gardiner

Yamamoto³

2015

Journal of Cases in Educational Leadership

Self Cite

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“…An educational leader who employs authentic leadership must do so by practicing honesty and empathy, building trust, and generating enthusiastic support from those who work with them at the school site and within the school community. An education leader who is empathetic has the ability to understand others' perspectives and use this knowledge for the greater good of developing professional relationships among faculty (Yamamoto et al, 2014). When the education leader is reflexive in their learning, personal and professional growth occurs (Burnell & Schnackenberg, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…When presented with a situation that may involve a colleague, instead of seeking guidance from administration, a teacher or staff member may decide to tackle the problem individually, hoping for the best outcome. During this process, emotion may be involved as the faculty member reflects on the situation, how the specific situation relates to their own personal code of ethics or values, or how the outcome may affect the relationship with the colleague or other faculty and staff (van Nuland, 2009;Yamamoto et al, 2014;). Educators need courage to seek guidance when faced with an ethical situation (Jones & Blake, 2018;McCabe, 2013).…”

Section: Introductionmentioning

confidence: 99%

Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Burleigh¹

2020

JERAP

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Conversations about ethical decision-making exist in a climate of misinformation within social and political forums. The issue of ethical decision-making in the context of educational leadership within a school environment has not been recently investigated. The purpose of this qualitative exploratory case study was to examine the perceptions of education leaders who observed the processes faculty employed when ethical decision-making commenced throughout the school day. Data was collected during interviews with education leaders who answered semi-structured, open-ended questions. The findings led the leaders to self-reflect, redefining their roles as authentic leaders and a gaining a deeper understanding of school culture, thus helping create systemic change.

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“…This has predominantly focused on the effects of performativity on classroom teachers and school leadership (Ackerman & Maslin-Ostrowski, 2004;Beatty, 2007bBeatty, , 2011Blackmore, 2004aBlackmore, , 2010dM. Mills & Niesche, 2014;Yamamoto, Gardiner, & Tenuto, 2014;Zorn & Boler, 2007). The emotional demands on those working within the context of bureaucratically led reform however, remains unexplored.…”

Section: Theorising Emotionmentioning

confidence: 99%

“…Leadership (AITSL) include Goleman's emotional intelligence in their approaches to school leadership even though warnings that Goleman's model of emotional intelligence "may not promote the collaborative social interaction needed to identify weaknesses, hone strengths, and discover 56 untapped leadership capacity" (Yamamoto, et al, 2014) required in school settings. The focus on an individual's capacity for team leadership places all responsibility for school data with the principal while at the same time dismissing any responsibility for the more complex issues that underlie social inequality.…”

Section: Departments Of Education In Australia As Well As the Australmentioning

confidence: 99%

Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

Bishop¹

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This thesis, an investigation of gender and emotion within the context of literacy reform, began as an investigation of Literate Futures; an initiative introduced at the beginning of the new millennium, as part of a more broadly based attempt at reforming schooling in Queensland. In this study I explore how gender and emotion were implicated in different aspects of the literacy reform process -from designing the policy and approach, to developing resources, to implementing new practices based on new understandings in schools. These factors are routinely ignored, hidden or neglected by theorists and researchers of reform policies and practices. Through this study I am seeking to further understandings of the relationship between gender, emotion and subjectivity; to explore emotion as both a source of power, and a site for awareness-raising in terms of social justice; and to establish the need for recognition to be given to the gendered demands of emotion work in education.As emotion and emotion work emerged as crucial aspects of the study, the focus turned to the emotion work demanded particularly of professional women who undertook leadership roles during this period of major change. The understandings of emotion that inform my thesis derive from the works of Arlie Hochschild and MeganBoler. Hochschild argued that links exist among social structure, feeling rules, emotion management and emotive experience, and that because emotion is shaped by societal rules, emotions become the focus of personal and social management.Emotional labour, Hochschild explained, is silent work that involves evoking and suppressing feelings in one's self and in others. Boler also supports the notion that emotions are integrally linked to culture, social class, race and gender, but further argues that, although similar patterns of gendered rules of emotion exist across cultures and ethnic groups, dominant cultures apply inconsistent norms and rules to different communities. Thus, as emotions are a site of social control, they constitute a mode of resistance to dominant cultural norms such as the imposition of authority.Boler argues that the dominant discourses of emotion that have controlled and shaped society are moral/religious, scientific/medical and the rational discourse of emotion. 3My thesis, based in feminist poststructuralism, critiques the power inherent in the irreconcilable dualisms that, from the time of the Enlightment, have aligned emotion with the feminine and as the binary opposite of rationalism. These dualisms, naturalised in patriarchal societies, permeated the development and implementation process. Because dualistic thinking positions men as leaders and women as workers, the reform context failed to recognise and reward the essential work done by women.Thus gendered binaries served to sustain the hegemonic masculinity of the bureaucracy and failed to give recognition to emotion or emotion work.The methodology and data analysis are situated within a specific qualitative approach to research defined by Kambe...

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Emotion in leadership

Cited by 47 publications

References 42 publications

Administrators in Action—Managing Public Monies and Processing Emotion in School Activities

Administrators in Action—Managing Public Monies and Processing Emotion in School Activities

Education Leaders’ Perceptions of Faculty Ethical Decision-Making: Awareness, Learning, and Change

Exploring the gendered hearts, minds, and work of literacy leadership through Queensland’s Literate Futures reform

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