Emotional intelligence testing for headteachers: globalization or lost in translation

Cliffe, Joanne

doi:10.1108/jpcc-12-2017-0033

Cited by 4 publications

(2 citation statements)

References 19 publications

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“…To do this they present an emotional ‘face’ which may or may not be in line with their felt emotions (Zembylas, 2018). Desired outcomes can be achieved by accurate identification and expression of emotions, whereby principals read situations involving emotional labour strategies effectively, and so prepare appropriate responses (Cliffe, 2018).…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Emotional trajectory at different career stages of principalship: A perspective from excellent principals

Chen¹,

Walker²

2021

Educational Management Administration & Leadership

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Emotions hover like a shadow over the lives and work of school principals. This study aimed to build an understanding of principals’ emotional trajectories across principalship career stages by investigating the life stories of four excellent principals from China who were approaching retirement. The major data source was semi-structured interviews conducted with the participating principals. This study is a first to attempt to capture the dynamic emotional trajectory of excellent principals. The results show that the principals experienced more negative emotions than positive emotions during the earlier stages of their careers, but fewer negative and more positive emotions during the later stages. The principals tended to adopt genuine expressions throughout their principalship in order to achieve desirable consequences. They were more likely to utilise surface acting strategies during earlier career stages, but more deep acting strategies to achieve emotional consonance later in their careers as they became more confident about accomplishing professional goals. The study offers fresh insights into principals’ emotional trajectories. The findings aim to better inform principals, scholars and policy makers about the place and shape of principal emotional leadership.

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Section: Conceptual Frameworkmentioning

confidence: 99%

“…A recent focus on principals as emotional leaders justifies further empirical investigation in the area (Cliffe, 2018). When Leithwood et al (2020) revisited their seven claims of successful leadership, they stated that principals' emotional capacity has a significant impact on effective principal leadership.…”

Section: Introductionmentioning

confidence: 99%

Emotional trajectory at different career stages of principalship: A perspective from excellent principals

Chen¹,

Walker²

2021

Educational Management Administration & Leadership

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Emotional Labor and Education Career Development in the Age of Big Data

Zhang

2022

MATEC Web Conf.

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With the development of psychology research field, researchers and educators increasingly pay attention to teachers' emotional labor in the workplace. This paper mainly studies the development of emotional labor language vocational education for university teachers in the workplace in the era of big data. Through the class questionnaire survey, it is found that the emotional labor level of college teachers is significantly higher than the norm of emotional labor of primary and secondary school teachers in China. Positive and negative emotional experience exist simultaneously. Teachers' professional self-identification level and personal sense of achievement are good, and job burnout of different degrees is common. In the process of emotional labor, the deep acting strategy was mainly adopted and the level of emotional labor perception was better. The emotional labor of teachers in colleges and universities can be jointly assisted by enhancing their emotional restraint, clarifying the rules of emotional expression and improving the emotional labor environment.

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Development and validation of the Principal Emotion Inventory: A mixed-methods approach

Chen¹

2020

Educational Management Administration & Leadership

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The current study aimed to develop and validate a Principal Emotion Inventory (PEI). Equipped with the theoretical-empirical strategy of test construction, this development and validation procedure consists of one expert survey and five sequential empirical studies with sufficient samples of participating principals based on existing emotion theories and empirical studies. The reliability, substantive validity, structural validity and external validity were tested using exploratory factor analysis, confirmative factor analysis, invariance analysis and structural equation modelling. As a result, a multidimensional model on principal emotions with 25 items was identified with a good model fit. The PEI consists of five factors: enjoyment, pride, frustration, anxiety and hopelessness. This paper is the first attempt to develop and validate a sound instrument that enables measuring school principals’ salient emotions in relation to their working experiences. The PEI would provide a validated instrument for future research on discovering the nature of principal emotions as an independent construct. Measurement is critically important to the replicability and robustness of the research. The findings on principal emotions are also informative for principal preparation and evaluation while taking emotions into consideration.

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Emotional intelligence testing for headteachers: globalization or lost in translation

Cited by 4 publications

References 19 publications

Emotional trajectory at different career stages of principalship: A perspective from excellent principals

Emotional trajectory at different career stages of principalship: A perspective from excellent principals

Emotional Labor and Education Career Development in the Age of Big Data

Development and validation of the Principal Emotion Inventory: A mixed-methods approach

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