4,037
Views
17
CrossRef citations to date
0
Altmetric
Research Article

The emotional intensity of educational leadership: a scoping review

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Alelgera, P. M., & Lips-Wiersma, M. (2012). Radical authentic leadership: Co-creating the conditions under which all members of the organization can be authentic. The Leadership Quarterly, 23(1), 118–131. https://doi.org/10.1016/j.leaqua.2011.11.010
  • Arar, K. (2017). Emotional expression at different managerial career stages: Female principals in Arab schools in Israel. Educational Management, Administration & Leadership, 45(6), 929–943. https://doi.org/10.1177/1741143216636114
  • Arar, K., & Oplatka, I. (2018). Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity. Journal of Professional Capital and Community, 3(3), 173–191. https://doi.org/10.1108/JPCC-12-2017-0030
  • Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
  • Auerbach, S. (2010). Beyond Coffee with the Principal: Toward leadership for authentic school–family partnerships. Journal of School Leadership, 20(6), 728–757. https://doi.org/10.1177/105268461002000603
  • Australian Education Union. (2017). Taking action on threats and assault. Australian Educator, Spring, 10–11.
  • Baş, G., & Yıldırım, A. (2012). An analysis of burnout in Turkish elementary school principals. The International Journal of Educational Researchers, 3(3), 1–18.
  • Bass, L. R. (2020). Black male leaders care too: An introduction to black masculine caring in educational leadership. Educational Administration Quarterly, 56(3), 353–395. https://doi.org/10.1177/0013161X19840402
  • Beatty, B. R. (2000). The emotions of educational leadership: Breaking the silence. International Journal of Leadership in Education, 3(4), 331–357. https://doi.org/10.1080/136031200750035969
  • Beatty, B. (2007). Going through the emotions: Leadership that gets to the heart of school renewal. Australian Journal of Education, 51(3), 328–340. https://doi.org/10.1177/000494410705100309
  • Beatty, B. R. (2011). Leadership and teacher emotions. In C. Day, and J. K. Lee (Eds.), New understandings of teacher’s work. Professional learning and development in schools and higher education (Vol. 100., pp. 217–242). Springer. https://doi.org/10.1007/978-94-007-0545-6_14
  • Beausaert, S., Froehlich, D. E., Devos, C., & Riley, P. (2016). Effects of support on stress and burnout in school principals. Educational Research, 58(4), 347–365. https://doi.org/10.1080/00131881.2016.1220810
  • Bedi, I. K., & Kukemelk, H. (2018). School principals and job stress: The silent dismissal agent and forgotten pill in the United Nations sustainable development goal 4*. US-China Education Review B, 8(8), 357–364. https://doi.org/10.17265/2161-6248/2018.08.004
  • Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85(1), 129–167. https://doi.org/10.3102/0034654314550046
  • Berkovich, I., & Eyal, O. (2017). Emotional reframing as a mediator of the relationships between transformational school leadership and teachers’ motivation and commitment. Journal of Educational Administration, 55(5), 450–468. https://doi.org/10.1108/JEA-07-2016-0072
  • Berkovich, I., & Eyal, O. (2018). The effects of principals’ communication practices on teachers’ emotional distress. Educational Management, Administration & Leadership, 46(4), 642–658. https://doi.org/10.1177/1741143217694894
  • Berkovich, I., & Eyal, O. (2020). School leaders’ emotional support of teachers through emotional transformation: Qualitative insights into the maintenance of teachers’ occupational identity. Leadership and Policy in Schools, 19(4), 625–639. https://doi.org/10.1080/15700763.2019.1638421
  • Blackmore, J. (1996). Doing ‘emotional labor’ in the education market place: Stories from the field of women in management. Discourse: Studies in the Cultural Politics of Education, 17(3), 337–349. https://doi.org/10.1080/0159630960170304
  • Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership & Management, 24(4), 439–459. https://doi.org/10.1080/13632430410001316534
  • Blackmore, J. (2010). Preparing leaders to work with emotions in culturally diverse educational communities. Journal of Educational Administration, 48(5), 642–658. https://doi.org/10.1108/09578231011067785
  • Blackmore, J. (2011). Lost in translation? Emotional intelligence, affective economies, leadership and organizational change. Journal of Educational Administration and History, 43(3), 207–225. https://doi.org/10.1080/00220620.2011.586455
  • Blackmore, J., & Hutchison, K. (2010). Ambivalent relations: The ‘tricky footwork’ of parental involvement in school communities. International Journal of Inclusive Education, 14(5), 499–515. https://doi.org/10.1080/13603110802657685
  • Blaik Hourani, R., Litz, D., & Parkman, S. (2021). Emotional intelligence and school leaders: Evidence from Abu Dhabi. Educational Management, Administration & Leadership, 49(3), 493–517. https://doi.org/10.1177/1741143220913552
  • Boler, M. (1997). Disciplined emotions: Philosophies of educated feelings. Educational Theory, 47(2), 203–227. https://doi.org/10.1111/j.1741-5446.1997.00203.x
  • Boler, M. (1999). Feeling power: Emotions and education. Routledge.
  • Bolton, C. L., & English, F. W. (2010). De-constructing the logic/emotion binary in educational leadership preparation and practice. Journal of Educational Administration, 48(5), 561–578. https://doi.org/10.1108/09578231011067730
  • Bozalek, V., Zembylas, M., & Tronto, J. C. (2020). Posthuman and political care ethics for reconfiguring higher education pedagogies. Routledge. https://doi.org/10.4324/9781003028468
  • Brennan, J., & Mac Ruairc, G. (2011). Taking it personally: Examining patterns of emotional practice in leading primary schools in the Republic of Ireland. International Journal of Leadership in Education, 14(2), 129–150. https://doi.org/10.1080/13603124.2010.536261
  • Brennan, J., & Mac Ruairc, G. (2019). Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances. Educational Management, Administration & Leadership, 47(1), 129–146. https://doi.org/10.1177/1741143217725320
  • Catholic Church Insurance and Institute for Positive Psychology and Education. (2018). Catholic principal health & wellbeing report. Australian Catholic University.
  • Cavanagh, T., Macfarlane, A., Glynn, T., & Macfarlane, S. (2012). Creating peaceful and effective schools through a culture of care. Discourse: Studies in the Cultural Politics of Education, 33(3), 443–455. https://doi.org/10.1080/01596306.2012.681902
  • Chen, J. (2021). Development and validation of the Principal Emotion Inventory: A mixed-methods approach. Educational Management, Administration & Leadership 49(5) , 750–767. https://doi.org/10.1177/1741143220919764
  • Collins, P. H. (1995). Black women and motherhood. Routledge. https://doi.org/10.1007/978-1-137-12103-5_9
  • Courtney, S. J., Gunter, H. M., Niesche, R., & Trujillo, T. (2021). Taking Critical perspectives and using critical approaches. In S. J. Courtney, H. M. Gunter, R. Niesche, & T. Trujillo (Eds.), Understanding educational leadership: Critical perspectives and approaches (pp. 2–11). Bloomsbury Academic.
  • Crawford, M. (2007). Rationality and emotion in primary school leadership: An exploration of key themes. Educational Review (Birmingham), 59(1), 87–98. https://doi.org/10.1080/00131910600797155
  • Crawford, M. (2010). Developing understanding of emotion and leadership. In M. Coleman, and D. Glover (Eds.), Educational leadership and management, (pp. 144–158). Maidenhead McGraw-Hill Education.
  • Cunningham, G. O. (2018). Exploring the predictive relationships between perceived caring by school principals on teacher absenteeism and teacher retention [EdD thesis]. Regent University.
  • Dadvand, B., & Cuervo, H. (2020). Pedagogies of care in performative schools. Discourse: Studies in the Cultural Politics of Education, 41(1), 139–152. https://doi.org/10.1080/01596306.2018.1486806
  • Daly, A. J., & Finnigan, K. S. (2012). Exploring the space between: Social networks, trust, and urban school district leaders. Journal of School Leadership, 22(3), 493–530. https://doi.org/10.1177/105268461202200304
  • Day, C., & Lee, J. (2011). New understandings of teacher’s work: Professional learning and development in schools and higher education. Springer.
  • Diotaiuti, P., Mancone, S., Bellizzi, F., & Valente, G. (2020). The principal at risk: Stress and organizing mindfulness in the school context. International Journal of Environmental Research and Public Health, 17(17), 1–14. https://doi.org/10.3390/ijerph17176318
  • Dor-Haim, P., & Oplatka, I. (2020). School principal’s perception of loneliness: A career stage perspective. Journal of Educational Administration and History, 52(2) , 211–227. https://doi.org/10.1080/00220620.2019.1689106
  • Dor-Haim, P., & Oplatka, I. (2021). Feelings of loneliness among school principals: Experiences, causes and coping strategies. Leadership and Policy in Schools, 20(2) , 261–276. https://doi.org/10.1080/15700763.2019.1668423
  • Dowling, E. (2020). The care crisis: What caused it and how can we end it? Verso.
  • Drago-Severson, E., & Maslin-Ostrowski, P. (2018). In translation: School leaders learning in and from leadership practice while confronting pressing policy challenges. Teachers College Record: The Voice of Scholarship in Education, 120(1), 1–44. https://doi.org/10.1177/016146811812000104
  • Eacott, S. (2017). A social epistemology for educational administration and leadership. Journal of Educational Administration and History, 49(3), 196–214. https://doi.org/10.1080/00220620.2017.1315380
  • Edge, K., Descours, K., & Frayman, K. (2016). Generation X school leaders as agents of care: Leader and teacher perspectives from Toronto, New York City and London. Societies, 6(2), 8, 1–21. https://doi.org/10.3390/soc6020008
  • Education Support Partnership. (2018). Teacher wellbeing index 2018.
  • Edwards‐Groves, C., Brennan Kemmis, R., Hardy, I., & Ponte, P. (2010). Relational architectures: Recovering solidarity and agency as living practices in education. Pedagogy, Culture & Society, 18(1), 43–54. https://doi.org/10.1080/14681360903556814
  • Elomaa, M., Eskelä-Haapanen, S., Pakarinen, E., Halttunen, L., & Lerkkanen, M.-K. (2021). Work-related stress of elementary school principals in Finland: Coping strategies and support. Educational Management Administration & Leadership, 174114322110103. https://doi.org/10.1177/17411432211010317
  • Ford, T. G., Olsen, J., Khojasteh, J., Ware, J., & Urick, A. (2019). The effects of leader support for teacher psychological needs on teacher burnout, commitment, and intent to leave. Journal of Educational Administration, 57(6), 615–634. https://doi.org/10.1108/jea-09-2018-0185
  • Forde, C., Torrance, D., & Angelle, P. S. (2021). Caring practices and social justice leadership: Case studies of school principals in Scotland and USA. School Leadership & Management, 41(3), 211–228. https://doi.org/10.1080/13632434.2020.1866526
  • Foucault, M. (1990). The history of sexuality. Penguin.
  • Fox, S., & Stallworth, L. E. (2010). The battered apple: An application of stressor-emotion-control/support theory to teachers’ experience of violence and bullying. Human Relations, 63(7), 927–954. https://doi.org/10.1177/0018726709349518
  • Fraser, N. (2016). Contradictions of capital and care. New Left Review, 100, 99–117. https://newleftreview.org/issues/ii100/articles/nancy-fraser-contradictions-of-capital-and-care .
  • Furman, C. E. (2019). Descriptive inquiry: Care of the principal self. Ethics and Education, 14(3), 298–315. https://doi.org/10.1080/17449642.2019.1617390
  • Gallant, A., & Riley, P. (2013). The emotional labor of the aspirant leader: Traversing school politics. In M. Newberry, A. Gallant, and P. Riley (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning, (pp. 81–97). Emerald Group Publishing Limited.
  • Garcia, R. F. (2011). Increasing low graduation rates: Examining ethic of care, social capital, and systemic interventions from the voices of principals in border area high schools [EdD thesis]. New Mexico State University.
  • Gerrard, J., & Savage, G. C. (2021). The governing parent-citizen: Dividing and valorising parent labor through school governance. Journal of Education Policy, 1–19. https://doi.org/10.1080/02680939.2021.1877357
  • Gerstl-Pepin, C., Killeen, K., & Hasazi, S. (2006). Utilizing an “ethic of care” in leadership preparation: Uncovering the complexity of colorblind social justice. Journal of Educational Administration, 44(3), 250–263. https://doi.org/10.1108/09578230610664841
  • Gherardi, S., & Rodeschini, G. (2016). Caring as a collective knowledgeable doing: About concern and being concerned. Management Learning, 47(3), 266–284. https://doi.org/10.1177/1350507615610030
  • Gill, J., & Arnold, P. (2015). Performing the principal: School leadership, masculinity and emotion. International Journal of Leadership in Education, 18(1), 19–33. https://doi.org/10.1080/13603124.2014.987180
  • Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
  • Greig, J., Bailey, B., Abbott, L., & Brunzell, T. (2021). Trauma-informed integral leadership: Leading school communities with a systems-aware approach. International Journal of Whole Schooling, 17(1), 62–97.
  • Griffin, J. S. (2017). How do we take care of our own? Principal support and development in Rocky Top Public Schools [EdD thesis]. Western Carolina University.
  • Grobler, B. (2014). Teachers’ perceptions of the utilization of emotional competence by their school leaders in Gauteng South Africa. Educational Management, Administration & Leadership, 42(6), 868–888. https://doi.org/10.1177/1741143213513184
  • Grummell, B., Devine, D., & Lynch, K. (2009). The care‐less manager: Gender, care and new managerialism in higher education. Gender and Education, 21(2), 191–208. https://doi.org/10.1080/09540250802392273
  • Gunnulfsen, A. E. (2021). School leadership and micro-policymaking in schools time use and the collective care for the self. International Journal of Leadership in Education, 1–21. https://doi.org/10.1080/13603124.2020.1854867
  • Gunter, H. (2016). An intellectual history of school leadership practice and research. Bloomsbury.
  • Harris, B. (2004). Leading by heart. School Leadership & Management, 24(4), 391–404. https://doi.org/10.1080/13632430410001316507
  • Hauseman, C. (2021). Strategies secondary school principals use to manage their emotions. Leadership and Policy in Schools, 20(4) , 630–649. https://doi.org/10.1080/15700763.2020.1734211
  • Heffernan, A. (2021). Retaining Australia’s school leaders in ‘challenging’ contexts: The importance of personal relationships in principal turnover decisions. International Journal of Educational Research, 105. https://doi.org/10.1016/j.ijer.2020.101716
  • Heffernan, A., & Selwyn, N. (2021). Mixed messages: The enduring significance of email in principals’ work. The Australian Educational Researcher. https://doi.org/10.1007/s13384-021-00486-0
  • Held, V. (2006). The ethics of care: Personal, political, and global. Oxford University Press.
  • Hochschild, A. (1983). The managed heart: Commercialization of human feeling. University of California Press.
  • Ispa-Landa, S., & Thomas, S. (2019). Race, gender, and emotion work among school principals. Gender & Society, 33(3), 387–409. https://doi.org/10.1177/0891243218821920
  • Ittner, D., Hagenauer, G., & Hascher, T. (2019). Swiss principals’ emotions, basic needs satisfaction and readiness for change during curriculum reform. Journal of Educational Change, 20(2), 165–192. https://doi.org/10.1007/s10833-019-09339-1
  • Kafetsios, K., Nezlek, J. B., & Vassilakou, T. (2012). Relationships between leaders’ and subordinates’ emotion regulation and satisfaction and affect at work. The Journal of Social Psychology, 152(4), 436–457. https://doi.org/10.1080/00224545.2011.632788
  • Kafetsios, K., Nezlek, J. B., & Vassiou, A. (2011). A multilevel analysis of relationships between leaders’ and subordinates’ emotional intelligence and emotional outcomes. Journal of Applied Social Psychology, 41(5), 1121–1144. https://doi.org/10.1111/j.1559-1816.2011.00750
  • Karakus, M., Usak, M., & Ersozlu, A. (2021). Emotions in learning, teaching, and leadership: A bibliometric review of Asian Literature (1990–2018). SAGE Open. https://doi.org/10.1177/2158244020988865
  • Karami-Akkary, R., Mahfouz, J., & Mansour, S. (2019). Sustaining school-based improvement: Considering emotional responses to change. Journal of Educational Administration, 57(1), 50–67. https://doi.org/10.1108/JEA-01-2018-0022
  • Kaufman, J. A. (2019). Stress and coping among public school principals in a Midwest Metropolitan sample. SAGE Open, 9(1), 215824401982954. https://doi.org/10.1177/2158244019829549
  • Kennedy, K. (2019). Centering equity and caring in leadership for social-emotional learning: Toward a conceptual framework for diverse learners. Journal of School Leadership, 29(6), 473–492. https://doi.org/10.1177/1052684619867469
  • Kurland, H. (2019). School leadership that leads to a climate of care. International Journal of Leadership in Education, 22(6), 706–730. https://doi.org/10.1080/13603124.2018.1529818
  • Lakomski, G., & Evers, C. W. (2017). Educational leadership and emotion. In D. Waite & I. Bogotch (Eds.), The Wiley international handbook of educational leadership (pp. 45–62). John Wiley & Sons, Inc.
  • Lane, J., Everts, S. S., Hefner, Y., Phillips, R., & Scott, K. (2021). Crises of care: School leaders and narratives of compassion fatigue. Journal of Organizational Psychology, 21(1), 16–31. https://doi.org/10.33423/jop.v21i1.4023
  • Lassila, E. T., Timonen, V., Uitto, M., & Estola, E. (2017). Storied emotional distances in the relationships between beginning teachers and school principals. British Educational Research Journal, 43(3), 486–504. https://doi.org/10.1002/berj.3280
  • Le Fevre, D. M., & Robinson, V. M. J. (2015). The Interpersonal Challenges of Instructional Leadership: Principals’ Effectiveness in Conversations About Performance Issues. Educational Administration Quarterly, 51(1), 58–95. https://doi.org/10.1177/0013161X13518218
  • Leithwood, K., Harris, A., & Hopkins, D. (2019). Seven strong claims about successful school leadership revisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
  • Leventis, C., Papakitsos, E. C., Karakiozis, K., & Argyriou, A. (2017). Work-related stress and burnout factors of principals in Regional Greece: A historical perspective. Journal of Research Initiatives, 3(1), Article 1. https://digitalcommons.uncfsu.edu/jri/vol3/iss1/1
  • Levin, S., & Bradley, K. (2019). Understanding and addressing principal turnover: A review of the research. National Association of Secondary School Principals.
  • Longmuir, F. (2019). Resistant leadership: Countering dominant paradigms in school improvement. Journal of Educational Administration and History, 51(3), 256–272. https://doi.org/10.1080/00220620.2019.1583172
  • Longmuir, F. (2020). Exploring intersections of educational leadership, educational change and student empowerment. Leading and Managing, 26(1), 46–53.
  • Longmuir, F. (2021). Leading in lockdown: Community, communication and compassion in response to the COVID-19 crisis. Educational Management Administration & Leadership, 174114322110276. https://doi.org/10.1177/17411432211027634
  • Louis, K. S., Murphy, J., & Smylie, M. (2016). Caring leadership in schools: Findings from exploratory analyses. Educational Administration Quarterly, 52(2), 310–348. https://doi.org/10.1177/0013161X15627678
  • MacDonald, K. (2020). Social justice leadership practice in unjust times: Leading in highly disadvantaged contexts. International Journal of Leadership in Education, 1–17. https://doi.org/10.1080/13603124.2020.1770866
  • MacDonald, K., Wilkinson, J., & Rivalland, C. (2020). The neoliberal challenge to leading in disadvantaged public primary schools in Victoria, Australia. In K. Arar, D. Örücü, & J. Wilkinson (Eds.), Neoliberalism and education systems in conflict (pp. 118–132). Routledge.
  • MacGill, B. (2016). A paradigm shift in education: Pedagogy, standpoint and ethics of care. International Journal of Pedagogies & Learning, 11(3), 238–247. https://doi.org/10.1080/22040552.2016.1272531
  • Mahfouz, J. (2018). Mindfulness training for school administrators: Effects on well-being and leadership. Journal of Educational Administration, 56(6), 602–619. https://doi.org/10.1108/JEA-12-2017-0171
  • Mahfouz, J. (2020). Principals and stress: Few coping strategies for abundant stressors. Educational Management Administration & Leadership, 48(3), 440–458. https://doi.org/10.1177/1741143218817562
  • Mahfouz, J., & Richardson, J. W. (2021). At the crossroads: Wellbeing and principalship preparation. Journal of Research on Leadership Education, 16(4), 360–384. https://doi.org/10.1177/1942775120933914
  • Maxwell, A., & Riley, P. (2017). Emotional demands, emotional labor and occupational outcomes in school principals: Modelling the relationships. Educational Management Administration & Leadership, 45(3), 484–502. https://doi.org/10.1177/1741143215607878
  • McCleskey, J. (2014). Emotional intelligence and leadership: A review of the progress, controversy, and criticism. International Journal of Organizational Analysis, 22(1), 76–93. https://doi.org/10.1108/IJOA-03-2012-0568
  • McDonald, A. L. (2016). Emotion, trust and urban school leadership: A perspective from urban high school principals [EdD Thesis]. Mills College.
  • McGinity, R., Heffernan, A., & Courtney, S. (2021). Mapping trends in educational-leadership research: A longitudinal examination of knowledge production, approaches and locations. Educational Management, Administration and Leadership, 174114322110307. https://doi.org/10.1177/17411432211030758
  • McMahon, S. D., Reaves, S., McConnell, E. A., Peist, E., & Ruiz, L. (2017). The ecology of teachers’ experiences with violence and lack of administrative support. American Journal of Community Psychology, 60(3–4), 502–515. https://doi.org/10.1002/ajcp.12202
  • Mills, M., & Niesche, R. (2014). School reform and the emotional demands of principals: Lorna’s story. School Leadership & Management, 34(2), 120–135. https://doi.org/10.1080/13632434.2013.856295
  • Munn, Z., Peters, M. D. J., Stern, C., Tufanaru, C., McArthur, A., & Aromataris, E. (2018). Systematic review or scoping review? Guidance for authors when choosing between a systematic or scoping review approach. BMC Medical Research Methodology, 18(143), 1–7. https://doi.org/10.1186/s12874-018-0611-x
  • Noddings, N. (1984). Caring: A feminine approach to ethics & moral education. University of California Press.
  • Noddings, N. (1992). The challenge to care in schools: An alternative approach to education. Teacher College Press.
  • Nordholm, D., Arnqvist, A., & Nihlfors, E. (2020). Principals’ emotional identity – The Swedish case. School Leadership & Management, 40(4), 335–351. https://doi.org/10.1080/13632434.2020.1716326
  • O’Connor, P. (2013). Pedagogy of love and care: Shaken schools respond. Disaster Prevention and Management, 22(5), 425–433. https://doi.org/10.1108/DPM-10-2013-0176
  • Oakley, J. M. (2019). A male principal and the ethic of care [EdD Thesis]. Boston University.
  • Okano, Y. (2016). Why has the ethics of care become an issue of global concern? International Journal of Japanese Sociology, 25(1), 85–99. https://doi.org/10.1111/ijjs.12048
  • Oplatka, I. (2017). Principal workload: Components, determinants and coping strategies in an era of standardization and accountability. Journal of Educational Administration, 55(5), 552–568. https://doi.org/10.1108/JEA-06-2016-0071
  • Oplatka, I. (2020). The knowledge base in the field of educational administration and new field members. Oxford Research Encyclopedia of Education. https://doi.org/10.1093/acrefore/9780190264093.013.636
  • Oplatka, I., & Arar, K. (2018). Increasing teacher and leader professionalism through emotion management and engagement. Journal of Professional Capital and Community, 3(3), 138–141. https://doi.org/10.1108/JPCC-07-2018-036
  • Persson, R., Leo, U., Arvidsson, I., Håkansson, C., Nilsson, K., & Österberg, K. (2021). Prevalence of exhaustion symptoms and associations with school level, length of work experience and gender: A nationwide cross-sectional study of Swedish principals. BMC Public Health, 21(1), 331. https://doi.org/10.1186/s12889-021-10317-7
  • Pratt-Adams, S., & Maguire, M. (2009). Urban primary school headship in England: An emotional perspective. Critical Studies in Education, 50(2), 115–127. https://doi.org/10.1080/17508480902859425
  • Price, H. E., Price, E., & Moolenaar, N. M. (2015). Principals’ social interactions with teachers. Journal of Educational Administration, 53(1), 116–139. https://doi.org/10.1108/jea-02-2014-0023
  • Pushor, D., & Amendt, T. (2018). Leading an examination of beliefs and assumptions about parents. School Leadership & Management, 38(2), 202–221. https://doi.org/10.1080/13632434.2018.1439466
  • Raghuram, P. (2021). Race and feminist care ethics: Intersectionality as method. In H. Mahmoudi, A. Brysk, & K. Seaman (Eds.), The changing ethos of human rights (pp. 66–92). Edward Elgar Publishing.
  • Rajah, R., Song, Z., & Arvey, R. D. (2011). Emotionality and leadership: Taking stock of the past decade of research. The Leadership Quarterly, 22(6), 1107–1119. https://doi.org/10.1016/j.leaqua.2011.09.006
  • Ray, J., Pijanowski, J., & Lasater, K. (2020). The self-care practices of school principals. Journal of Educational Administration, 58(4), 435–451. https://doi.org/10.1108/JEA-04-2019-0073
  • Reid, D. B. (2021). Suppressing and sharing: How school principals manage stress and anxiety during COVID-19. School Leadership & Management, 1–17. https://doi.org/10.1080/13632434.2021.1974827
  • Reimer, K., & Longmuir, F. (2021). Humanising students as a micro-resistance practice in Australian alternative education settings. In J. K. Corkett, C. L. Cho, & A. Steele (Eds.), Global perspectives on microagressions in schools: Understanding and combating covert violence (pp. 63–77). Routledge.
  • Riley, P. (2018). The Australian principal occupational health, safety and wellbeing survey 2017 data. Institute for Positive Psychology and Education, Faculty of Education and Arts, Australian Catholic University.
  • Riley, P., See, S.-M., Marsh, H., & Dicke, T. (2021). The Australian principal occupational health, safety and wellbeing survey 2020 data. Australian Catholic University.
  • Rivera-mccutchen, R. L. (2019). Armed love in school leadership: Resisting inequality and injustice in schooling. Leadership and Policy in Schools, 18(2), 237–247. https://doi.org/10.1080/15700763.2019.1611867
  • Rivera-mccutchen, R. L. (2021). “We don’t got time for grumbling”: Toward an ethic of radical care in urban school leadership. Educational Administration Quarterly, 57(2), 257–289. https://doi.org/10.1177/0013161X20925892
  • Robinson, B., & Kutner, M. (2019). Spinoza and the affective turn: A return to the philosophical origins of affect. Qualitative Inquiry, 25(2), 11–117. https://doi.org/10.1177/1077800418786312
  • Rolón-Dow, R. (2005). Critical care: A color (full) analysis of care narratives in the schooling experiences of Puerto Rican girls. American Educational Research Journal, 42(1), 77–111. https://doi.org/10.3102/00028312042001077
  • Ruddick, S. (1983). Thinking about mothering - and putting maternal thinking to use. Women’s Studies Quarterly, 11(4), 4–7.
  • Ruddick, S. (1995). Maternal thinking: Toward a politics of peace. Beacon Press.
  • Ruddick, S. (2009). On “Maternal Thinking”. Women’s Studies Quarterly, 37(3/4), 305–308. https://doi.org/10.1353/wsq.0.0181
  • Sachs, J., & Blackmore, J. (1998). You never show you can’t cope: Women in school leadership roles managing their emotions. Gender and Education, 10(3), 265–279. https://doi.org/10.1080/09540259820899
  • Sadri, G. (2012). Emotional intelligence and leadership development. Public Personnel Management, 41(3), 535–548. https://doi.org/10.1177/009102601204100308
  • Sayi, A. K., & Kul, M. (2020). Examining the strategies used by school principals to cope with stress in an Istanbul context. Cypriot Journal of Educational Sciences, 15(1), 33–45. https://doi.org/10.18844/cjes.v15i1.4436
  • Schick-Makaroff, K., MacDonald, M., Plummer, M., Burgess, J., & Neander, W. (2016). What synthesis methodology should I use? A review and analysis of approaches to research synthesis. AIMS Public Health, 3(1), 172–215. https://doi.org/10.3934/publichealth.2016.1.172
  • Schmidt, M. J. (2010). Is there a place for emotions within leadership preparation programmes? Journal of Educational Administration, 48(5), 626–641. https://doi.org/10.1108/09578231011067776
  • Scott, B. C. (2012). Caring teachers and symbolic violence: Engaging the productive struggle in practice and research. Educational Studies, 48(6), 530–549. https://doi.org/10.1080/00131946.2012.733279
  • Singh, B. (2015). A study of organizational role stress among Government and private school principals. Scholarly Research Journal for Humanity Science and English Language, 2, 2335–2339.
  • Smit, B., & Scherman, V. (2016). A case for relational leadership and an ethics of care for counteracting bullying at schools. South African Journal of Education, 36(4), 1–9. https://doi.org/10.15700/saje.v36n4a1312
  • State of Victoria. (2017). Principal health and wellbeing strategy: Discussion Paper.
  • State of Victoria. (2020). FISO continua of practice for school improvement.
  • Stelmach, B., Smith, L., & O’Connor, B. (2021). Moral distress among school leaders: An Alberta, Canada study with global implications. International Journal of Leadership in Education, 1–23. https://doi.org/10.1080/13603124.2021.1926545
  • Sugrue, C. (2015). Unmasking school leadership a longitudinal life history of school leaders. Springer.
  • Swapp, D. H. (2020). Principal leadership and prioritizing equity in an era of work intensification: Must wellbeing be sacrificed? Canadian Journal of Educational Administration and Policy 192, 52–59.
  • Swen, C. P. (2020). Talk of calling: Novice school principals narrating destiny, duty, and fulfillment in work. Educational Administration Quarterly, 56(2), 177–219. https://doi.org/10.1177/0013161X19840387
  • Tai, M. K., & Abdull Kareem, O. (2019). The relationship between emotional intelligence of school principals in managing change and teacher attitudes towards change. International Journal of Leadership in Education, 22(4) , 469–485. https://doi.org/10.1080/13603124.2018.1481535
  • Tapp, K. (2018). Giving your best to work and life: Factors that impact principal work-life balance [EdD Thesis]. Doane University.
  • Tenuto, P. L., Gardiner, M. E., & Yamamoto, J. K. (2016). Leaders on the Front Line—Managing Emotion for Ethical Decision Making: A Teaching Case Study for Supervision of School Personnel. The Journal of Cases in Educational Leadership, 19(3), 11–26. https://doi.org/10.1177/1555458916657123
  • Thambi, M. J. (2021). School leaders’ perceptions of fear: An interpretative phenomenological study . Monash University. https://doi.org/10.26180/14151668.v1
  • Thompson, A. (1998). Not the color purple: Black feminist lessons for educational caring. Harvard Educational Review, 68(4), 522–555. https://doi.org/10.17763/haer.68.4.nm436v83214n5016
  • Thomson, P., Greany, T., & Martindale, N. (2021). The trust deficit in England: Emerging research evidence about school leaders and the pandemic. Journal of Educational Administration and History, 53(3–4), 296–300. https://doi.org/10.1080/00220620.2021.1975366
  • To, K. H., & Yin, H. (2021). Being the weather gauge of mood: Demystifying the emotion regulation of kindergarten principals. The Asia-Pacific Education Researcher, 30(4), 315–325. https://doi.org/10.1007/s40299-021-00559-9
  • Tronto, J. C. (2013). Caring democracy. New York University Press.
  • Tronto, J. C. (2020). Moral boundaries: A political argument for an ethic of care. Routledge.
  • Urban, P., & Ward, L. (2020). Care ethics, democratic citizenship and the state. Springer International Publishing.
  • Van der Vyver, C. P., Van der Westhuizen, P. C., & Meyer, L. W. (2014). Caring school leadership: A South African study. Educational Management, Administration & Leadership, 42(1), 61–74. https://doi.org/10.1177/1741143213499257
  • Vincent, C. (2017). ‘The children have only got one education and you have to make sure it’s a good one’: Parenting and parent–school relations in a neoliberal age. Gender and Education, 29(5), 541–557. https://doi.org/10.1080/09540253.2016.1274387
  • Wahlstrom, K. L., & Louis, K. S. (2008). How teachers experience principal leadership: The roles of professional community, trust, efficacy, and shared responsibility. Educational Administration Quarterly, 44(4), 458–495. https://doi.org/10.1177/0013161x08321502
  • Waite, D. (2009). LDR 2 LDR: University faculty communicating practice through theory. Journal of Leadership Studies, 3(2), 56–57. https://doi.org/10.1002/jls.20108
  • Walls, J. (2020). (Don’t) lean on me: The micropolitics of caring educational leadership. International Journal of Leadership in Education, 1–25. https://doi.org/10.1080/13603124.2020.1853246
  • Walsh, L., Keddie, A., Wilkinson, J., & Howie, L. (2020). An ecological case-study of the benefits and challenges of socially-just leadership engaging in ‘challenging conversations’ about social disharmony. Journal of Educational Administration and History, 52(4), 1–14. https://doi.org/10.1080/00220620.2020.1738361
  • Wang, Y. (2020). What is the role of emotions in educational leaders’ decision making? Proposing an organizing framework. Educational Administration Quarterly, 57(3), 372–402. https://doi.org/10.1177/0013161X20938856
  • Warin, J. (2017). Creating a whole school ethos of care. Emotional and Behavioural Difficulties, 22(3), 188–199. https://doi.org/10.1080/13632752.2017.1331971
  • West, D. L., Peck, C. M., Reitzug, U. C., & Crane, E. A. (2014). Accountability, autonomy and stress: Principal responses to superintendent change in a large US urban school district. School Leadership & Management, 34(4), 372–391. https://doi.org/10.1080/13632434.2014.928683
  • Wilkinson, J., & Kaukko, M. (2020). Educational leading as pedagogical love: The case for refugee education. International Journal of Leadership in Education, 23(1), 70–85. https://doi.org/10.1080/13603124.2019.1629492
  • Wilkinson, J., Walsh, L., Keddie, A., & Longmuir, F. (2021). Chapter Eight: The emotional labor of educational leading: A practice lens. In J. Wilkinson (Ed.), Practice matters: Educational leadership through a practice lens, (pp. 157–184). Springer.
  • Wilson, C. M. (2016). Enacting critical care and transformative leadership in schools highly impacted by poverty: An African-American principal’s counter narrative. International Journal of Leadership in Education, 19(5), 557–577. https://doi.org/10.1080/13603124.2015.1023360
  • Winkler, M. (2016). The tyranny of distance: Principal wellbeing in remote schools. Independence, 41(2), 56–59.
  • Woestman, D. S., & Wasonga, T. A. (2015). Destructive leadership behaviors and workplace attitudes in schools. NASSP Bulletin, 99(2), 147–163. https://doi.org/10.1177/0192636515581922
  • Wright, N. (2011). Between ‘Bastard’ and ‘Wicked’ leadership? School leadership and the emerging policies of the UK Coalition Government. Journal of Educational Administration and History, 43(4), 345–362. https://doi.org/10.1080/00220620.2011.606893
  • Wright, K., & McLeod, J. (2015). Rethinking youth wellbeing: Critical perspectives. Springer.
  • Wrigley, T., Thomson, P., & Lingard, B. (2012). Changing schools: Alternative ways to make a world of difference. Routledge.
  • Yamamoto, J. K. (2010). The role of emotion in secondary school leadership: A qualitative study [EdD Thesis]. University of Idaho.
  • Yamamoto, J. K., Gardiner, M. E., & Tenuto, P. L. (2014). Emotion in leadership: Secondary school administrators’ perceptions of critical incidents. Educational Management, Administration & Leadership, 42(2), 165–183. https://doi.org/10.1177/1741143213499260
  • Zembylas, M. (2010). The emotional aspects of leadership for social justice: Implications for leadership preparation programs. Journal of Educational Administration, 48(5), 611–625. https://doi.org/10.1108/09578231011067767
  • Zembylas, M. (2017). Wilful ignorance and the emotional regime of schools. British Journal of Educational Studies, 65(4), 499–515. https://doi.org/10.1080/00071005.2017.1290785
  • Zembylas, M. (2021). The affective turn in educational theory. In Oxford Research Encyclopedia of Education. Retrieved 9 Nov. 2021, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1272
  • Zembylas, M., Bozalek, V., & Shefer, T. (2014). Tronto’s notion of privileged irresponsibility and the reconceptualisation of care: Implications for critical pedagogies of emotion in higher education. Gender and Education, 26(3), 200–214. https://doi.org/10.1080/09540253.2014.901718
  • Zembylas, M., & Iasonos, S. (2016). The entanglement of leadership styles and social justice leadership: A case study from Cyprus. Leadership and Policy in Schools, 15(3), 297–322. https://doi.org/10.1080/15700763.2015.1044540
  • Zheng, X., Shi, X., & Liu, Y. (2020). Leading teachers’ emotions like parents: Relationships between paternalistic leadership, emotional labor and teacher commitment in China. Frontiers in Psychology, 11, 519. https://doi.org/10.3389/fpsyg.2020.00519
  • Zorn, D., & Boler, M. (2007). Rethinking emotions and educational leadership. International Journal of Leadership in Education, 10(2), 137–151. https://doi.org/10.1080/13603120601174345

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.