The wounded leader and emotional learning in the schoolhouse

Abstract

This paper considers the emotional dimensions of leadership by exploring what a self‐described leadership crisis or ‘wounding’ experience means to educational leaders and how it influences their professional and personal growth. It focuses on how leaders cope with the endemic and chronic conditions of leadership life: vulnerability, isolation, fear and power. Methodologically, the paper draws on a phenomenological study that conducted in‐depth interviews with 65 school leaders working across the United States. The study concludes that the wound provides an opportunity to question one's leadership and to change, and is an important source of emotional and social learning. The study affirms that emotion matters in the exercise of leadership, especially during times of crisis.

Notes

* Corresponding author. College of Education and Human Development, University of Maine, 332 Merrill Hall, Orono, ME 04469‐5749, US. Email: [email protected]

Additional information

Notes on contributors

Richard H. Ackerman *

* Corresponding author. College of Education and Human Development, University of Maine, 332 Merrill Hall, Orono, ME 04469‐5749, US. Email: [email protected]