Pulling at Your Heartstrings: Examining Four Leadership Approaches From the Neuroscience Perspective

Wang, Yinying

doi:10.1177/0013161x18799471

Cited by 17 publications

(10 citation statements)

References 113 publications

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“…One reason neuroscience research is critical in education is to ascertain how a human being is impacted by his or her non-social, biological aspect. Leadership behaviors are defined by the leaders' own attitudes and the environment in which they operate [41]. This demonstrates that, in terms of educational leadership, an individual may be an excellent leader with appropriate training and support from surroundings.…”

Section: -4-neuroleadership and Cognitive Flexibility -A Reborn Leade...mentioning

confidence: 99%

Neuroleadership as an Asset in Educational Settings: An Overview

2022

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Objectives: The goal of this research is to investigate the scientific basis for integrating neuroscience in general, and cognitive neuroscience in particular, into the field of educational leadership. In recent decades, the scientific community has shown a great interest in integrating neuroscience into higher education and the many levels of leadership education and decision-making that are crucial to a range of educational difficulties that leadership leaders are called upon to handle. Methods/Analysis: The present effort involves a systematic review of research publications published in the preceding two decades after a keyword search of reputable international databases. This review incorporates papers from Scopus, PubMed, Elsevier, and PsycINFO databases. The terms neuroleadership and education were used in combination with the four subfields outlined in the research: Among them are decision-making and problem-solving abilities, emotional control, cooperation and influence with others, and facilitation of change. Findings: The review's results underscore the vital relevance of neuroscience integration into educational leadership difficulties and highlight ethical concerns regarding its deployment in educational settings. Novelty /Improvement: The novelty of this work is that it conducted a review of the literature on neuroleadership using a combination of executive function parameters, more precisely cognitive flexibility, decision-making, problem-solving, emotional regulation, the mirror neuron system, and behavioral data from studies conducted in educational and administrative settings. Doi: 10.28991/ESJ-2022-06-04-016 Full Text: PDF

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Section: -4-neuroleadership and Cognitive Flexibility -A Reborn Leade...mentioning

confidence: 99%

Neuroleadership as an Asset in Educational Settings: An Overview

2022

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“…The social functions of emotions in communication and motivation undergird the integral role of emotions in educational leadership. Many of the dominant theoretical constructs (e.g., transformational leadership, motivation, self-efficacy, trust, and organizational citizenship behavior) in educational leadership have an emotional component (Wang, 2019). Considering the observable leadership behavior as the overt manifestation of decision making (Sergiovanni, 1992), one might ask: What is the role of emotions in leaders' decision making?…”

Section: Emotions and Educational Leadershipmentioning

confidence: 99%

“…What, if anything, can conceptually unify the field of educational leadership? To date, many dominant theoretical constructs in educational leadership have been centering around behavior, ranging from leadership behavior to organizational behavior (Wang, 2019). In fact, prior to these visible behaviors, there are decisions sent from human brains to muscles which execute the decisions through behaviors.…”

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confidence: 99%

What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

Wang

2020

Educational Administration Quarterly

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Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.

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“…Arantes et al [ 7 ] reviewed the research literature on neuroanatomy teaching tools and their impact on learning. Wang [ 8 ] reviewed the relevant literature on the neural mechanisms of the constructs relevant to educational leadership, aiming to bridge neuroscience and educational leadership. Strohmaier et al [ 9 ] reviewed the use of eye tracking in mathematics education research.…”

Section: Introductionmentioning

confidence: 99%

Mapping Neuroscience in the Field of Education through a Bibliometric Analysis

Cheng

Wang

et al. 2022

Brain Sciences

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This study aimed to explore the core knowledge topics and future research trends in neuroscience in the field of education (NIE). In this study, we have explored the diffusion of neuroscience and different neuroscience methods (e.g., electroencephalography, functional magnetic resonance imaging, eye tracking) through and within education fields. A total of 549 existing scholarly articles and 25,886 references on neuroscience in the field of education (NIE) from the Web of Science Core Collection databases were examined during the following two periods: 1995–2013 and 2014–2022. The science mapping software Vosviewer and Bibliometrix were employed for data analysis and visualization of relevant literature. Furthermore, performance analysis, collaboration network analysis, co-citation network analysis, and strategic diagram analysis were conducted to systematically sort out the core knowledge in NIE. The results showed that children and cognitive neuroscience, students and medical education, emotion and empathy, and education and brain are the core intellectual themes of current research in NIE. Curriculum reform and children’s skill development have remained central research issues in NIE, and several topics on pediatric research are emerging. The core intellectual themes of NIE revealed in this study can help scholars to better understand NIE, save research time, and explore a new research question. To the best of our knowledge, this study is one of the earliest documents to outline the NIE core intellectual themes and identify the research opportunities emerging in the field.

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Pulling at Your Heartstrings: Examining Four Leadership Approaches From the Neuroscience Perspective

Cited by 17 publications

References 113 publications

Neuroleadership as an Asset in Educational Settings: An Overview

Neuroleadership as an Asset in Educational Settings: An Overview

What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

Mapping Neuroscience in the Field of Education through a Bibliometric Analysis

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