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Examining the emotionality of leadership by exploring administrators' recall of key junctures in their lives as leaders, this study investigated the associations between an individual's work philosophy of leadership and his/her experience of emotionality in leadership work. Participants were five Canadian individuals actively involved in leadership/administrative positions in education. The study used stimulated recall of emotional experiences associated with leadership work. Data collection involved interviews, the researcher's observation notes, and participants' written reflections about the interviews. Data analysis indicated that the protection of self from emotional hurt was of paramount importance. This was fostered by sharing and collaboration. Leadership styles that were controlling and perfectionist related to high anxiety, fear, and reticence to risk. Authentic collaboration was a successful anxiety reducer and optimizing strategy. There was a stronger capacity to use language and reexperience the emotions of the self and others in recall among women. Among the participants, while emotional authenticity was special and pleasant, it was rare. This paper summarizes results related to kinds of emotions and their provocations, emotional intrasubjectivity of leaders, and emotional intersubjectivity of leadership. Findings support the position that emotions may be fundamental to the intra- and intersubjective realities of life in schools, in general, and of leadership work in particular. (Contains 45 references.) (SM)

Descriptors: Administrator Responsibility, Administrators, Elementary Secondary Education, Emotional Response, Foreign Countries, Higher Education, Leaders, Principals











Autor: Beatty, Brenda R.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7685&id=ED443201







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