Emotional demands, emotional labour and occupational outcomes in school principals

By A. Maxwell, P. Riley. 2017

158 citations recorded by the source corpus.

Subfields: General Health Professions, Organizational Behavior and Human Resource Management, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/bd3015b865b303a28d0730a5fdbd91dbb214ecc9

How researchers see this paper

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

In General Health Professions

1. Zvjezdan Penezić
2. Julia Mahfouz
3. A. Slišković
4. Junjun Chen
5. I. Burić

In Organizational Behavior and Human Resource Management

1. Junjun Chen
2. Zvjezdan Penezić
3. Julia Mahfouz
4. A. Slišković
5. Wei Guo
6. I. Burić

In Sociology and Political Science

1. Zvjezdan Penezić
2. Julia Mahfouz
3. A. Slišković
4. Junjun Chen
5. Wei Guo
6. I. Burić

Citations in the corpus

• Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions (2020, unknown): “Principals too function better when they receive autonomy support from their superintendents, and less pressure from above and below (Maxwell & Riley, 2017).”
• Emotional intelligence can make a difference: The impact of principals’ emotional intelligence on teaching strategy mediated by instructional leadership (2018, background): “…the results that subordinates’ perceived leadership behaviors strongly relate to their leaders’ EI (Kerr et al., 2006), and reinforces the argument that skills of effectively handling emotions contribute to successful leadership (e.g. Maxwell and Riley, 2017), this time using an Asian dataset.”
• Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience (2019, background): “Also, future studies should include other related constructs, such as emotional demands and emotional labour that were in previous studies found to be important predictors of burnout and well-being among school employees (e.g. Maxwell & Riley, 2017).”
• Principals and stress: Few coping strategies for abundant stressors (2018, background): “In addition, principals are required to attend to the high emotional and relational demands of the school by building and sustaining positive interpersonal relationships with all stakeholders and solving any intrapersonal conflicts that may arise which requires emotional labour (Ackerman and Maslin-”