Positive Education for School Leaders: Exploring the Effects of Emotion-Gratitude and Action-Gratitude

Abstract

This qualitative study describes the effect of two gratitude interventions designed to trigger emotion-gratitude (gratitude diary) and action-gratitude (gratitude letter) in school leaders. Case study methodology was applied to analyse reflective journals of 27 school leaders. The gratitude diary served to foster a more balanced view of the positive and negative events that occur at school, to engage in more appreciative problem solving (with respect to their role as mediators), to see the value in relationships, and to experience positive emotions such as hope, happiness and optimism. However, the gratitude diary also triggered a frustration in school leaders who were dealing with the paradox of having to look for things to feel grateful for at school when their role required an emphasis on fixing problems. The gratitude letter prompted emotional catharsis, a desire to invest in professional relationships, greater use of gratitude in leadership roles, and sparked reciprocated gratitude from staff and students (as reported by the school leaders). On the downside, the gratitude letter created feelings of vulnerability and concern for the potential ill-ease that the letter might cause for the recipient. Gratitude was not only used during the ‘good times’ of leadership but was also drawn upon to deal effectively with the difficult aspects, such as conflict. The results suggest that both types of gratitude interventions have value for school leaders and that leaders need to mutually attend to the emotional element of gratitude and the action element of gratitude.

Keywords::

• positive psychology
• school leadership
• gratitude
• case study methods

Notes

1 Naikan meditation is a Japanese technique that fosters self-reflection and assists people to give meaning to life events. After listing the things they felt grateful for, teachers in Chan's study were asked to reflect on three questions: (1) What did I receive? (2) What did I give? and (3) What troubles and difficulties did I cause to others?

2 However, the story is not so clear cut and it is possible that emotion-gratitude can also lead to relational wellbeing, while action-gratitude can lead to individual wellbeing outcomes. Take, for example, Howells and Cummings’ (2012) research, which found a relationship between action-gratitude expressed by pre-service teachers and the emotional wellbeing of the pre-service teachers who reported improvements in happiness, calmness, positivity, and resilience as a result of engaging in gratitude practices across the time period of their school-based teaching practicum/placement.

3 The most frequent and central features cited by the UK sample were happiness, thankfulness, appreciation, smiling, and gratefulness.

4 The most frequent and central features cited by the US sample were thankfulness, appreciation, happiness, kindness, and loving.

5 The positive psychology assignment was one of 12 different assignments completed during the degree. Other assignments focused on leadership theory, leadership wounds/challenges, team skills, and research skills.

6 Leaders were given an alternate assessment option if they did not wish to complete the gratitude interventions. However, all leaders chose to complete the interventions.

7 Confirmability is similar to the test of ‘validity’ used in quantitative analysis.

8 NAPLAN = National Assessment Program Literacy and Numeracy.

9 Interestingly, all respondents resolved to continue with the exercise and deal with their uncomfortable emotions. This is similar to the findings of Howells and Cummings (2012), where the barriers to gratitude identified by trainee teachers did not stop them from practising gratitude.