Leading with Teacher Emotions in Mind

By K. Leithwood, B. Beatty. 2008

208 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/85cd4a2a45f3ad28860ea31b3e785b02eecf33c1

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Citations in the corpus

Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, background): “This study serves as further validation of the idea that school leadership needs to be understood as at least partly, if not mainly, a social endeavor, infused with emotion on the parts both of the leaders and the led (Beatty, 2007; Hargreaves, 2001; Leithwood, 2007).”
Exploring how instructional leadership affects teacher efficacy: A multilevel analysis (2021, background): “Researchers have increasingly stressed the need for school leaders to develop such cultures of care and connectedness for genuine inquiry (e.g., Leithwood and Beatty, 2008; Louis et al., 2010; Tschannen-Moran, 2014).”
Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “Within the relational sphere of leadership practices, scholars have increasingly focused on ‘‘trust’’ as a mediating or enabling condition through which leadership impacts improvement in teaching and learning (e.g. Bryk and Schneider, 2002, 2003; Bryk et al., 1999; Goddard et al., 2000; Hoy et al., ”
Testing a Conception of How School Leadership Influences Student Learning (2010, background): “A recent review of more than 90 empirical studies of teacher emotions and their consequences for classroom practice and student learning (Leithwood, 2006; Leithwood & Beatty, 2007) recommends leaders’ attention to variables on the Emotions Path.”
How does leadership affect student achievement? Results from a national US survey (2010, background): “These discussions are supported by research suggesting that increased teacher influence in schools has the potential for significant positive effects on school improvement (Huber, 2004; Leithwood & Beatty, 2007; Leithwood et al., 2008; Matthews & Sammons, 2005; Riley & McBeath, 2003).”
Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, methodology): “principals could understand what was actually happening in the classrooms, so that they could construct school missions and instructional plans that were more relevant and practical (Leithwood and Beatty, 2008).”