The emotions of educational leadership: breaking the silence

By B. Beatty. 2000

219 citations recorded by the source corpus.

Subfields: Education, Social Psychology, Philosophy

View Paper: https://www.semanticscholar.org/paper/bc4c611daf3ce4d7404267b6e0866faf7de955a8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. L. Piot
2. Katrijn Ballet
3. Philip Hallinger
4. Lijuan Li
5. A. Walker
6. John Lambersky
7. Geert Kelchtermans
8. Megan Boler

In Social Psychology

1. I. Berkovich
2. O. Eyal
3. John Lambersky
4. S. Wray
5. Geert Kelchtermans
6. C. Strange
7. Megan Boler
8. A. Maxwell

In Philosophy

1. John Lambersky
2. Megan Boler
3. I. Berkovich
4. A. Maxwell
5. P. Riley
6. G. Kinman
7. Diane Zorn
8. J. Blase

Citations in the corpus

• The Dark Side of Leadership: Teacher Perspectives of Principal Mistreatment (2002, background): “Moreover, we recognize that such challenges can result in dramatic emotional experiences for principals (Ginsberg & Davies, 2001); feelings of anxiety, loss of control, disempowerment, insecurity, anger, and frustration are not uncommon (Beatty, 2000; Evans, 1996).”
• Emotional demands, emotional labour and occupational outcomes in school principals (2017, background): “School principals experience the full gamut of emotions in their work; responding to their own and others’ emotions is a central part of the role (Beatty, 2000; Berkovich and Eyal, 2015; Blackmore, 1996; Crawford, 2009; James and Vince, 2001; Rajah et al., 2011; Zikhali and Perumal, 2015).”
• Understanding the Human Side of School Leadership: Principals’ Impact on Teachers’ Morale, Self-Efficacy, Stress, and Commitment (2016, methodology): “According to Leithwood and Beatty (2008), through the “provision of support and the creation of an ethic of openness to being influenced about decisions” (p.”
• Exploring the mediating effects of trust on principal leadership and teacher professional learning in Hong Kong primary schools (2016, background): “…Beatty (2008) also emphasized the necessity for leaders to tune into teacher emotions as a means of building trust and commitment to change in the school (see also Beatty, 2000; Donaldson, 2001; Leithwood and Jantzi, 2000; Leithwood et al., 2010a, 2010b; Louis et al., 2010; Saphier and King, 1985).”
• Educational Leaders and Emotions (2015, background): “Second, leaders use a different strategy, based on behavioral engagement, to help others deal with their negative emotions via initiation of a shared and open discussion of emotions (Beatty, 2000). Leaders reported that such discussions have a negative emotional effect on their own affective state. ”
• Rethinking emotions and educational leadership (2007, methodology): “Beatty (2000a) then attempted to overcome this methodological shortcoming by reintroducing social and cultural concerns through ‘mapping the emotional patterns in the organizational terrain’: ‘First we must explore how being a leader currently feels’ and ‘Then we may gain access to some otherwise…”
• The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “…the emotional and relational dimensions in the research and theorising on educational leadership and administration in their work (Loader, 1997; Solomon, 1998; Beatty, 2000; Beatty & Brew, 2004; Blackmore, 2004, 2009; Gronn & Lacey, 2004; Crawford, 2005, 2007, 2009a, 2009b; Samier & Schmidt, 2009).”
• Emotional labour, burnout and job satisfaction in UK teachers: the role of workplace social support (2011, background): “Moreover, it has been suggested that the ethic of emotional control within the profession might be so pervasive that teachers are reluctant to discuss their ‘true’ feelings (Beatty, 2000).”