Examining Chilean novice principals’ work through the lenses of emotional meaning making

Zoro, Barbara; Montecinos, Carmen; Castro, Gabriela

doi:10.1080/03057925.2019.1692301

Cited by 5 publications

(7 citation statements)

References 40 publications

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“…The focus on these relational and emotional aspects acknowledges that education is a central activity in human life that demands a high emotional and intellectual involvement from teachers and principals to achieve an effective learning process (Hebson et al, 2009; Louis and Murphy, 2018; Zoro et al, 2019). These professionals should acknowledge how their feelings affect their interpretations and actions in the work with students, parents and colleagues (Leithwood and Beatty, 2007).…”

Section: Emotional Work In Educational Leadershipmentioning

confidence: 99%

“…This exploratory analysis highlights the relevance of the study of the emotional aspects of work in educational leadership (Berkovich and Eyal, 2015; Crawford, 2007a, 2007b; Zoro et al, 2019) and educational reforms (Ganon-Shilon and Schechter, 2019; Hourani et al, 2020; Kelchtermans et al, 2011; Leithwood and Beatty, 2007). The importance of focusing on emotional work can complement the fundamental role that school districts’ management must play in providing learning opportunities and institutional support in educational change processes (Anderson, 2006; Fullan, 2016; Goldspink, 2007).…”

Section: Introductionmentioning

confidence: 95%

“…This dimension is often overlooked in the design of public policies in Chile, where a market-oriented managerial stance focused on competition goes along with an ethos of deliberate improvisation that resolves unanticipated problems on the fly (Silva, 2011). The previous studies of the Chilean public educational system have found that this improvised managerial approach generates high levels of workload, stress and burnout among teachers and principals (Cornejo, 2009; Soto et al, 2016; Zoro et al, 2019). We argue that both problems are imbricated because the systemic fragility of poorly designed institutions is stitched through workers’ extraordinary performance.…”

Section: Introductionmentioning

confidence: 99%

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Philanthropic emotional work: Papering over the cracks of unprecedented public education reform

Sanfuentes¹,

Garretón²,

Valenzuela³

et al. 2021

Educational Management Administration & Leadership

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Chile is undertaking an ambitious public education reform, re-centralising the administration of municipal schools in larger territories. This reform is unprecedented, both for the size of the new intermediate-level services ( Servicios Locales de Educación Pública) and the escalation of their bureaucratic complexity, facing widespread organisational problems that cause high stress and labour suffering. We argue that improving emotional working conditions is necessary to accomplish pedagogical goals, but this dimension has received little attention. This article presents a follow-up study focused on school principals and professionals’ emotional and occupational experiences that have worked in the initial two-and-half years of one of the first Servicios Locales de Educación Pública created in the country. The qualitative analysis of interviews reveals how they make sense of organisational dilemmas while crafting solutions for facing structural shortcomings of new institutions. We understand their extraordinary commitment as ‘philanthropic emotional work’, driven by genuine care for children and the nation's future. However, in this effort, they also experience labour suffering and work overload, which may compromise their well-being and the long-term accomplishment of this reform's goals. These observations highlight the need for a reflexive improvement of this reform, recognising emotional work as a valuable resource but unsustainable without appropriate institutional support.

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Section: Emotional Work In Educational Leadershipmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 95%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Philanthropic emotional work: Papering over the cracks of unprecedented public education reform

Sanfuentes¹,

Garretón²,

Valenzuela³

et al. 2021

Educational Management Administration & Leadership

View full text Add to dashboard Cite

show abstract

“…A leadership that involves socio-emotional tools and practices allows an increased participation of teachers and students through the amplification of their internal capabilities and the reduction of stressful practices, which usually threaten academic performance (Bowers et al, 2018). They also allow to build and strengthen relational trust between workers, parents, and students, a crucial situation to consider today in the improvement of schools (Zoro et al, 2019).…”

Section: Relationship Between Gender Identity and Leadership Identitymentioning

confidence: 99%

“…This fact encouraged the development of a particular relationship with her faculty, based on the socio-emotional skills she had developed in her previous experiences: trust and empathy (Bar-On, 2006). Another milestone that María Eliana highlighted regarding her leadership is the ability to develop healthy and positive relationships with the teachers working for her (Louis and Murphy, 2020), a situation that evidences her leading practices based on building relational trust among workers and students (Zoro et al, 2019), demonstrating that her positive leadership was a relational act (Louis and Murphy, 2020).…”

Section: Experiences Building An Educational Projectmentioning

confidence: 99%

The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

Carrasco

Díaz

2021

Educational Management Administration & Leadership

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Recent academic research highlights the role of leadership identity when thinking about the improvement of the educational field. Based on this research, this article aims to identify and analyze the elements that affect the development of leadership identity in female school principals within the Chilean context. This is achieved by working from a biographical-narrative approach, specifically from the life history technique. This analysis emerges from a considerate reflection on the teachings, and personal and professional milestones highlighted in the biogram. Both personally and professionally, a multiplicity of elements is observed in the life history of María Eliana, influencing the development of her leadership identity, particularly highlighting her self-recognition as a woman. This identity is oriented towards social justice, based on socio-emotional tools such as care, empathy, and participation; and understands and values the role these elements must take in Chilean education. The case study presents tensions for the Chilean educational system, which must be able to address the complexities that women experience while holding leadership positions, especially when challenged with the perspective that school is an inclusive space of social justice.

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Educational leader wellbeing: A systematic review

Doyle

2022

Educational Research Review

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Examining Chilean novice principals’ work through the lenses of emotional meaning making

Cited by 5 publications

References 40 publications

Philanthropic emotional work: Papering over the cracks of unprecedented public education reform

Philanthropic emotional work: Papering over the cracks of unprecedented public education reform

The construction of a leadership identity based on empathy, care, and participation: María Eliana's history

Educational leader wellbeing: A systematic review

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