Abstract
This chapter presents a discussion of theoretical and practical implications from the author’s research into the emotions of teaching, leading and learning. Discussed are explorations of impact from programmatic approaches to leadership development that have been grounded in the author’s theoretical framework of emotional epistemologies. This framework was derived from empirical studies with 50 Ontario teachers and 35 school principals in six western nation states (Beatty 2002a, b). Impact studies from applications of this framework in Masters level school leader preparation courses in the United States and Australia reveal the transformational power of breaking the silence on emotion and positioning inner leadership as foundational to educational professionalism. In a collaborative project 3,000 secondary school student survey responses allowed co-researchers to validate an instrument to measure student sense of connectedness with school (Beatty and Brew 2005). Structural equation modelling with these data provided plausible evidence of linkages among student trust in leaders, trust in teachers, sense of belonging with peers, academic engagement, confidence in self at school and academic performance. These findings echo linkages between student performance and trust factors identified by Bryk and Schneider (2002) who focused on trust among adults in schools. Leadership preparation programmes grounded in leaders’ emotional preparedness, personal resilience and well-being, fostered by transcending the normative professional silence on emotion, are providing evidence of impact from this approach.
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Notes
- 1.
In Beatty’s doctoral thesis (winner of the CASEA Thomas B. Greenfield Dissertation of the Year in Canada award), the teacher interview data that related to their experience with leaders were provided by a project entitled The Emotions of Teaching and Educational Change, funded by the Social Science and Humanities Research Council of Canada as Grant No. 418699; the online leader data were collected with the support of the University of Waikato, New Zealand.
- 2.
- 3.
In 2007, the Victoria State School System became a case of note for educational leadership development according to the OECD. http://www.oecd.org/dataoecd/27/22/39883476.pdf. Accessed on June 18, 2010.
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Beatty, B.R. (2011). Leadership and Teacher Emotions. In: Day, C., Lee, JK. (eds) New Understandings of Teacher's Work. Professional Learning and Development in Schools and Higher Education, vol 100. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0545-6_14
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