Principals’ emotions in school improvement: the role of people, practices, policies, and patterns

IF 2.8 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Leadership & Management Pub Date : 2022-05-14 DOI:10.1080/13632434.2022.2071863

Vicki Park, Amanda Datnow

引用次数: 2

Abstract

ABSTRACT The work of principals has become increasingly challenging and complex, as they are expected to lead school improvement, manage -a host of competing demands, and attend to the needs of diverse stakeholders. However, the emotions related to principals’ work, particularly in relation to educational reform, has been understudied in recent years. This paper investigates the emotional dimensions of principals’ work with respect to school improvement and change, and how the people, practices, policies, and patterns in their school contexts intersect with their emotions and actions. Analyzing 42 interviews with 19 U.S. principals engaged in reform, we explain how managing change and teacher staffing and collaboration were particularly emotional processes for principals. Principals acted as mediators and managers of the emotional climate of their schools while also processing their own emotions. Implications for research and practice are discussed.

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校长情绪在学校改善中的作用:人、实践、政策和模式

校长的工作变得越来越具有挑战性和复杂性，因为他们被期望领导学校改进，管理一系列相互竞争的需求，并关注不同利益相关者的需求。然而，近年来，与校长工作有关的情绪，特别是与教育改革有关的情绪，一直没有得到足够的研究。本文调查了校长在学校改进和改变方面的工作的情感维度，以及他们学校环境中的人、实践、政策和模式如何与他们的情感和行动相交叉。通过对19位参与改革的美国校长进行的42次访谈，我们解释了管理变革、教师配备和合作对校长来说是一个特别情绪化的过程。校长在处理自身情绪的同时，也是学校情绪氛围的调解者和管理者。讨论了对研究和实践的启示。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

School Leadership & Management EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

8.20

自引率

9.60%

发文量

期刊介绍： School Leadership & Management welcomes articles on all aspects of educational leadership and management. As a highly cited and internationally known SCOPUS journal, School Leadership and Management is fundamentally concerned with issues of leadership and management in classrooms, schools, and school systems. School Leadership & Management particularly welcomes articles that contribute to the field in the following ways: Scholarly articles that draw upon empirical evidence to provide new insights into leadership and management practices; Scholarly articles that explore alternative, critical, and re-conceptualised views of school leadership and management; Scholarly articles that provide state of the art reviews within an national or international context; Scholarly articles reporting new empirical findings that make an original contribution to the field; Scholarly articles that make a theoretical contribution which extends and deepens our understanding of the key issues associated with leadership, management, and the direct relationship with organisational change and improvement; Scholarly articles that focus primarily upon leadership and management issues but are aimed at academic, policymaking and practitioner audiences; Contributions from policymakers and practitioners, where there is a clear leadership and management focus. School Leadership & Management particularly welcomes: •articles that explore alternative, critical and re-conceptualised views of school leadership and management •articles that are written for academics but are aimed at both a practitioner and academic audience •contributions from practitioners, provided that the relationship between theory and practice is made explicit.