Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion

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The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “All these different actors on the outside address the principal with their demands and wishes, concerns and agendas (see, for example, Leithwood, 2001; Blackmore, 2004).”
“It all comes down to the leadership” (2014, background): “…2001) place demands on principals to manage the complexities and contradictions of reform agendas that may be antithetical to the more collaborative orientations of educators – and of policy prescriptions – in the area of school-family partnerships (Blackmore, 2004; Connell, 2010; Victory, 2011).”
Educational Leaders and Emotions (2015, background): “Fifth, in a later study, exploring Australian educational reforms, Blackmore (2004) found that female principals increased their use of self-regulation over time, due to gendered scripts of work conduct during times of reform, which considered displays of negativity and anger as illegitimate.”