Index
Emotion Management and Feelings in Teaching and Educational Leadership
ISBN: 978-1-78756-011-6, eISBN: 978-1-78756-010-9
Publication date: 28 May 2019
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Citation
(2019), "Index", Oplatka, I. and Arar, K. (Ed.) Emotion Management and Feelings in Teaching and Educational Leadership (Studies in Educational Administration), Emerald Publishing Limited, Leeds, pp. 277-286. https://doi.org/10.1108/978-1-78756-010-920191007
Publisher
:Emerald Publishing Limited
Copyright © 2019, Selection, Editorial Matter, and Introduction Izhar Opkatka and Khalid Arar
INDEX
Achievement
, 19–20, 118
long-term goal
, 47, 65
personal and interpersonal
, 72
self-achievement
, 272
students’ long-term
, 56, 60
of team’s objectives
, 153
Action
, 27, 33–34, 37, 252, 258, 262
plans
, 76, 156
quick-tempered
, 229
readiness
, 29, 32
social
, 33, 37
tendencies
, 31
Adaptability
, 274
adaptability EI
, 198
Adrenaline rush
, 1, 17
Affect(s)
affect-cognitive theory
, 218
forms
, 29
nature of emotions
, 30–34
nature of feelings and moods
, 29–30
theory
, 95, 218
Affection
, (see also Caring), 29, 33, 152, 248
affective-neutral relationship
, 19
aspects
, 28
empathy
, 18
relationship
, 19
Affects and emotions (AE)
, 94–95
American Islamic schools
, 134, 137–140, 143, 147
leaders
, 139–140
women leading
, 138–139, 143
American Muslim community
, 134, 137
Anger
, 2, 13, 16–18, 30, 37, 74, 95, 114, 120, 122, 127, 134–135, 141, 179, 185, 187–188, 197, 209–210, 216, 225, 240
Appraisal
analyses and modelling
, 31
emotion
, 35–38, 40
process
, 32, 36
theories of emotions
, 30–31
Arab deputy-principals
, 4
data analysis
, 119
deputies’ emotional regulation in era of reform
, 115–117
findings
, 119–127
in Israel
, 113
methodology
, 118
research population
, 119
semi-structured interview
, 118–119
sociocultural context of research
, 117–118
Arab education system
, 115, 117, 119
Ascription
, 19–20
Assertiveness
, 107, 127, 265
Authority
, 35, 37, 139, 178, 187–188, 212
claims to
, 135
formal
, 152
headteacher’s
, 40
leadership
, 5, 190
local
, 76, 205
managerial
, 12
unprecedented
, 20
Autocracy
, 20
Awareness
, 1, 3, 13, 76, 82, 85, 95, 115, 223–224, 269
conscious
, 160
emotional
, 49, 106, 153–154, 165–166
emotional self-awareness
, 79–80
of personal needs and feelings
, 263
self-awareness
, 49, 93, 265, 269
social
, 49
Bartlett’s test of sphericity
, 54
Behavior
, 80, 123, 181, 219, 273–274
empathy
, 18
responses
, 31, 33
Benevolence
, 5–6, 237, 240–241, 244, 247–248, 252–253
Blameworthiness
, 223–228, 230
Calmness
, 127, 248, 253
Caring
, 1, 13, 15–17, 135, 208, 210
attitude
, 211
community
, 94, 100
emotional work
, 146
teachers
, 249
Challenged feeling
, 186
Chilean educational context and characteristics of teachers
, 241–242
Chinese teacher emotions
, 15, 48, 51
Classroom teaching, emotion management in
, 55–56
Cognition
, 1, 17, 29, 33, 93–95, 239–240, 262, 269
analysis
, 31
cognitive-behavioural theory
, 218
component
, 4
emotion theories
, 31
empathy
, 18
learning
, 114
Colleagues
, 62, 249–250
personal well-being
, 250–251
Shanghai teachers’ priority work during interactions with
, 58–60
teachers’ trust in
, 248
Collective orientation
, 1, 19, 117
Compassion
, 1, 13–14, 18, 20, 81–84, 114, 116, 126
Competence(s)
, 5, 152, 156, 222, 237, 240–241, 244, 248, 251–252, 264
emotion management
, 58
emotional
, 152–154
empathetic
, 17
teachers’ emotional
, 49
Constructive discontent
, 80–82
Constructivist emotion theories
, 30–31
Continuing professional development (CPD)
, 177
Coping (emotion-evoking event)
, 4, 30, 32, 70, 77–78, 81–82, 85–86, 198, 211
Counter-transference
, 36
Covert coalitions
, 36
Creativity
, 1, 72, 80–82, 117, 265
Critical incident technique (CIT)
, 5, 181, 243
Critical incidents (CI)
, 176
Figaro’s CIs case
, 183–184
leadership–school culture interactions through
, 182
Quincy’s CIs case
, 182–183
Remmy’s CIs case
, 184
Cross-cultural differences, effect of
, 93
Crystallisation
, 77
Cultural/culture
, (see also National culture), 2, 12, 75, 137–138, 203–207, 260, 274
context
, 134
cultural-cognitive element
, 39
cultural-cognitive pillar of institutionalisation
, 40
dimensions
, 200
on emotions
, 5
impact on emotions
, 199–200
motives
, 203
rules
, 28
willpower and
, 259–260
Decision making process
, 93, 99–100, 104
Defamation
, 223–224, 227, 230
Deliberativeness
, 223, 228
Democracy
, 20
Denial
, 36–38
Deputies’ emotional regulation
, 115–117
Deputy-principals
, 116, 118, 120
Disappointment
, 14, 114, 185, 188–189, 240, 271
Discomforted feeling
, 185–186
Disgusting
, 30, 95
Disrespected feeling
, 185, 188–189
Education(al)
, 2–3, 96, 147
administration
, 12
community
, 153
institutions
, 28
leaders
, 2, 17, 19, 274
management
, 3–4
reforms
, 114
research
, 136–137
researchers
, 17
system
, 96, 117
Educational leadership
, (see also Leadership), 2, 11, 33, 137, 154, 258, 260
emotion in
, 17–18
and management
, 2
Educator emotion
challenging ponderings
, 20–21
in educational leadership
, 17–18
ponderings about emotion, contexts and schools
, 18–20
research on teacher emotion
, 13–16
Educators
, 3–5, 160, 200, 212
Emotion(al)
, (see also Feeling(s)), 1, 3, 11, 18–20, 28–29, 93–95, 134, 147, 179, 197, 215–216, 218, 240–241, 270
and affects
, 104
appraisal processes
, 35
awareness of others
, 79–80
basic emotion theories
, 30
at beginning
, 202–203
as burdens
, 143–144
competences
, 152–154
components
, 4, 93
decision-making process
, 92
development
, 114
display rules’ of organisation
, 179
in educational leadership
, 17–18
emotion-evoking event
, 31, 37
emotionally fluent
, 144–145
expression
, 115
faith, culture and
, 203–207
honesty
, 179–180
hypocrisy
, 179
interpersonal guidelines
, 49
language
, 116
and legitimacy of schools as institutions
, 39–40
nature
, 30–34
as nurturing
, 141–143
performance
, 135
reactions
, 1
relationships
, 49
as resistance
, 145–146
response
, 223–224
rules
, 15–16, 20
self-awareness
, 79–80
self-expression
, 79–80
self-knowledge
, 156
self-regulation
, 156
shame
, 216–217
silence
, 179
social defences in management
, 38
woundedness
, 2
Emotional intelligence (EI)
, 93, 116, 154, 198, 263
skills
, 70
testing for
, 71–74
Emotional labor/labour (EL)
, 48, 71, 115, 179, 198
policy, patriotic ideals and
, 207–209
in teaching
, 15
Emotional leadership
, 145–146, 152
in high complexity schools
, 156–157
Emotional management
, (see also Female school leader), 49, 70
in classroom teaching
, 55–56
in professional learning community
, 56–57
of school leaders
, 152
Shanghai teachers’ choices
, 60–63
strategies
, 54–55, 57–58
Emotional regulation (ER)
, 100–102, 197–198
Emotionality
, 134–135, 139–140
collective
, 136
expertise
, 138
of leaders
, 263
proficiency
, 147
Empathy
, 17–18, 57, 93, 152
EQ Map
, 3–4, 69–77, 86–87
registers
, 81
scale
, 79–80
scores
, 82–83
EQ Scoring Grid
, 73, 78
Ethical commitment
, 4, 151, 159–162, 167
Excitement
, 1, 17–18, 95, 134–135
Face-to-face
interactions
, 19
interviews
, 75, 221
semi-structured interviews
, 261
Faith
, 5, 83, 139, 143, 195, 203–207, 220, 273
faith-based identity
, 147
faith-based norms and behaviours
, 138
faith-based school contexts
, 134
faith-based school leadership
, 147–148
Fear
, 2, 4, 30–31, 95, 114, 116, 125, 135, 141–142, 165, 197–198, 203, 216
and control
, 75
of failure
, 2, 17, 83, 209–210
of Islamophobia
, 139
Feeling(s)
, 3, 28–29, 116, 152–153
challenged
, 189
discomforted
, 185–186
disrespected
, 185, 188–189
nature
, 29–30
overwhelmed
, 186
Female school leader
, (see also Emotional management)
competencies
, 80–82
current environment
, 77–79
emotional intelligence and leadership
, 71
EQ map
, 86–87
EQ scoring grid for Julie
, 78
findings
, 77
literacy
, 79–80
methodology
, 75–77
Ofsted inspections and special measures
, 74–75
outcomes
, 84–85
review of literature
, 70–71
testing for emotional intelligence
, 71–74
values and beliefs
, 82–84
Feminist research
, 140
Field theory
, 259
General health
, 84–85
Global Leadership and Organizational Behavior Effectiveness (GLOBE)
, 260
Gratitude
, 185, 187–188, 240
Grounded theory
, 260
Grup de Recerca en Orientació Psicopedagogica model
, 153–154
Happiness
, 18, 30, 60, 104, 210, 216, 240
Headteacher
, 3, 30, 38, 40, 70, 74–75, 79
emotional responses
, 85
in England
, 76
female
, 70–71, 76
Hesitation
, 145, 223–224
Highly complex schools, emotional management in
emotional competences
, 152–154
emotional leadership in
, 156–157
leadership orientation
, 162–164
organisation of school and service to families
, 166–16
practices of emotional leadership in school
, 164
professional identity
, 160–161
results
, 160
sample
, 157–158
school principal and self-management
, 154–156
self-knowledge and professional formation
, 164–166
social and ethical commitment
, 161–162
study
, 157
tool
, 158–159
Honesty
, 5, 237, 240–241, 248, 251–252, 267
Hurt
, 37, 123, 125, 127, 185, 188–189
Immigration and Naturalization Act (1965)
, 137
Implication (emotion-evoking event)
, 32
In-depth interviews
, 157–158, 244, 261
Individual orientation
, 19
Innovativeness
, 20
Institutional
primary task
, 39–40
rules
, 28
Institutionalisation
, 39–40
Integrated schools
, 200
Integrity
, 82–84
Intentionality
, 80–82
Inter-coder reliability
, 221–222
International Institute for Restorative Practices approach (IIRP approach)
, 94–95
Interpersonal
connections
, 80–82, 86
levels
, 49
rules
, 29
Interviews
, 261
face-to-face
, 75, 221
face-to-face semi-structured
, 261
in-depth
, 157–158, 244, 261
in Liberia
, 96
Intuition
, 82–84
Joy
, 1, 4, 17, 95, 120, 134–136, 141, 152–153, 197
Junior high school teachers in Shanghai, China
choices of emotion management strategies
, 60–63
classroom teaching
, 55–56
emotion management and professional agency
, 48–50
findings
, 54
literature review
, 48
methods
, 52
mixed-methods research design
, 52–53
momentary emotion management vs. long-term mood regulation
, 57–58
priority work
, 58–60
professional agency studies and teacher emotion
, 50–51
professional learning community
, 56–57
survey construct and analysis
, 53–54
work settings and professional relationships
, 51–52
Kaiser-Meyer-Olkin test (KMO test)
, 54
Leadership
, (see also Emotional leadership; Principalship), 17, 71, 92–95, 97, 136, 139, 178–179, 197, 239, 258–259, 264, 275
actions
, 28
approach
, 97–98
leadership–school culture interactions
, 182–184
orientation
, 159, 162–164
strategy
, 148
Learning process
, 58, 63, 114, 143, 239
Liberia
, 92, 95–96, 100–101, 105
comparison between each of positions in SDWs in
, 103
culture in
, 104
demographic information about Liberian participants
, 111
interviews in
, 97
Life events
, 77–79, 83, 86
Local phenomena
, 199
Long-term mood regulation
, 3, 54, 57–58, 64
Long-term oriented planning
, 56, 60
Masculinity
, 128, 135
Member checking
, 222
Mental health
, 268
Middle-level leader emotional intelligence
, 17
Mindfulness
, 81, 269
Ministry of Education (MOE)
, 96, 104, 107, 115, 180, 202
Ministry of National Education (MoNE)
, 200–201
Miserableness
, 223–224, 226–228
Mixed-methods research design
, 52–53
Modern values
, 12–13
Modernisation process
, 11–12
Modernism
, 12
Momentary emotion management
, 54, 57–58
Moods
, 1, 3, 28–30, 54, 64, 80, 269
Motivation(s)
, 32, 34, 50, 81, 93, 127, 199, 211, 219, 262–263
limitations
, 258
self-motivation
, 156
streams
, 265
Mukhtar
, 205
Muslim women mobilising emotionality
burdens, emotions as
, 143–144
emotionally fluent
, 144–145
findings
, 141
literature review
, 134–139
methodology
, 139–140
nurturing, emotions as
, 141–143
resistance, emotions as
, 145–146
National culture
, 137, 259–260
emotion display rules
, 190
T&T
, 188
Native cultures
, 260
Negative beliefs
, 270
Negative-emotion expression
, 15
New principals’ emotions
, 177–178
affected by unfamiliar
, 185–187
being wounded
, 188–189
CIT
, 181
findings
, 184
in interactions with inherited school cultures
, 185
leadership–school culture interactions
, 182–184
methods
, 180–181
professional challenges
, 175–176
safe to share
, 187–188
T&T context
, 180
T&T primary education system
, 180
T&T principals
, 176–177
theoretical framework
, 177–178
Non-cognitive model
, 198
Normative element
, 39
Ofsted inspections and special measures
, 74–75
Openness
, 5, 237, 241, 248, 251–252
Optimal performance
, 77, 84–85
Organisation(al)
processes
, 1
research on shame in
, 218–220
routines
, 35
rules
, 28
of school and service to families
, 166–167
shame
, 223–224
socialisation
, 175
Organising in schools
, 28
emoting and affective content of social actions
, 34
emotion process and legitimacy of schools as institutions
, 39–40
forms of affect
, 29–34
nature of affects
, 29
social defences
, 35–38
Outlook of individuals
, 82–84
Palestinian Arabs in Israel (PAI)
, 92, 96
demographic information about
, 112
principals
, 98
Parents
, 100, 105, 121, 177, 183, 185, 189, 201, 265, 268
characteristics
, 156
emotional support to
, 142
Shanghai Teachers’ priority work during interactions with
, 58–60
Passion
, 1, 15, 17, 135–136, 197
Patriotic ideals
, 207–209
Peer debriefing
, 221–222
Personal
level
, 49
power
, 82–84
pressures and satisfactions
, 77–79
routines
, 35
rules
, 28
Physiological responses
, 3, 30
Pleasant emotions
, 1, 117
Policy
, 207–209
makers
, 264
Political context
, 98, 134
Positionality
, 261
Positive-emotion expression
, 15
Post-9/11 context
, 146
of anti-Muslim sentiment
, 140
Practices of emotional leadership in school
, 159, 164
Predictability
, 32, 240–241
Primary school(ing)
, 51, 106, 158–159, 180, 201, 243–244
Principal(s)
, (see also Leadership; Turkish principals), 17
address problems and providing advice to teachers
, 247–248
care and support teacher
, 246
principal–subordinate interactions
, 114
principal–teacher interactions
, 17
providing positive welcome to new teachers
, 246
transformational behaviours
, 17
value in teachers
, 245–246
Principalship
, 114, 178, 184
effects of shame in
, 220
school
, 216, 230
Private system
, 241
Privatisation
, 242
Professional
agency
, 48–51
emotion management in professional learning community
, 56–57
formation
, 164–166
identity
, 4–5, 159–161
relationships
, 51–52
Projective identification
, 34
Psychoanalytic theories
, 218
Psychological
changes
, 3, 31, 33
responses
, 28, 30
Public financing system
, 241
Q-Metrics
, 72, 81
Quality of life
, 84–85
Quasi-market dynamics
, 241–242
Rational decision-making process
, 92
Rationality
, 93–95
Reappraisal strategy
, (see also Appraisal), 199, 203, 206
Regression
, 35–36
Regulative element
, 39
Relationship
management
, 49–50
quotient
, 84–85
Relevance (emotion-evoking event)
, 32
Relief
, 1, 17, 38, 204, 206, 211
Repentance
, 223–228
Repression
, 16, 18, 36
Resilience
, 80–82, 262–263
Resistance
, 37–38, 50, 122, 139, 259, 275
act of
, 143, 145–146
emotions as
, 145–146
modes
, 147
Responsible decision making
, 49–50
Restorative affects
, 222–224, 228–229
Restorative approach to valuing emotion management
decision making
, 99–100
demographic information about Liberian and PAI participants
, 111–112
emotional regulations
, 100–102
findings
, 97
implications for future research
, 108
leadership, emotions and rationality
, 93–95
leadership approach
, 97–98
method
, 95–97
principals’ gender differences
, 106–107
restorative practices framework
, 102–105
school principals’ roles
, 105
Tompkins’ Affect Theory
, 106
Restorative leadership approach (RL approach)
, 92
Restorative practices (RP)
, 92
framework
, 94–95, 102–105
Social Discipline Window
, 94
Restraint
, 121, 123, 126, 224
emotional
, 16
temporary
, 121
Sadness
, 30, 136, 160–161, 216
Satisfaction
, 1, 4, 17, 77–79, 84, 135, 152–153, 197, 210, 237, 248, 251, 253
Scholarship
, 3, 136, 139, 147
School(s)
, 18–20
community
, 141
culture
, 177
leaders
, 58–60, 136
leadership
, 70, 154
management
, 116–117
organisation and service to families
, 166–167
principals
, 105, 154–156
teachers’ trust in school leaders
, 244
Self-awareness
, 49–50, 93, 265, 269
Self-conscious emotions
, 216, 218, 231
Self-control
, 16, 228–229, 263, 267–268
Self-esteem
, 13, 57, 72, 219, 268
Self-government
, 125–126
Self-knowledge
, 155, 164–166
Self-management
, 49–50, 154
assumption of office
, 156
control of stress
, 155–156
self-knowledge
, 155
Self-motivation
, 156
Self-regulation
, 93, 207, 263
Semi-structured interviews
, 75–76, 118–119, 201, 221, 261
Sense-making
processes
, 31
sense-making/interpretation/appraisal
, 40
Shame
, 5, 216–218
cross-cultural studies
, 231
data collection and data analysis
, 221
emotional response
, 224
emotions
, 215–216
findings
, 222
inter-coder reliability
, 222
meaning
, 222–224
member checking
, 222
methodology
, 220
participants
, 220–221
peer debriefing
, 222
questions included in semi-structured questionnaire
, 236
research on shame in organisations
, 218–220
restorative affects
, 228–229
school principals
, 229–230
Shanghai Municipal Education Commission
, 52
Shanghai teachers
choices of emotion management strategies
, 60, 63
emotions and emotion management strategies
, 53, 55–57
work settings
, 51–52
Significance (emotion-evoking event)
, 32
Single-case study method
, 201
Situational Theory
, 92
Social actions
, 3, 28, 37
emoting and affective content
, 34
Social awareness
, 49–50
Social cohesion and inclusion
, 166
Social commitment
, 159, 161–162
to community
, 4–5
Social construct
, 118, 211
Social contexts
, 117–118, 134, 154, 160, 218, 240
Social defences
, 35
covert coalitions
, 36
denial
, 36–37
in management of emotion process
, 38
personal and organisational routines
, 35
regression
, 35–36
repression
, 36
resistance
, 37
splitting and projection
, 37–38
Social Discipline Window (SDW)
, 94, 102
Social justice
, 4–5, 157, 162, 167
advocacy
, 136
leadership
, 18
Social phenomena
, 140, 199
Social responses
, 3, 28–31, 33
Social skills
, 93, 152, 154, 156, 167
Societies
, 2–3, 92, 217, 220
Arab
, 20
collectivist transitional
, 91
individualistic
, 19
traditional
, 11–13, 21, 115–116
Sociocultural context of research
, 117–118
Special measures
, 70, 74–75, 84
Splitting and projection
, 37–38
Stress control
, 155–156
Students
and leadership
, 136
long-term achievement
, 56, 60
Shanghai teachers’ priority work during interactions
, 58–61
Suppression
, 2–3, 15–16, 21, 114, 117–120, 123, 126, 179, 190, 199, 203
Surprise
, 30, 185–186
Sympathy
, 57, 63
Syrian Civil War
, 196
Syrian Refugees, Turkish experience with
, 200
Teacher(s)
, 19, 115–116, 136, 238
emotion management
, 48–50
emotional labour
, 48
social emotional competence model
, 49–50
teacher–leader interaction
, 52
teacher–students relationships
, 16
teacher–teacher interaction
, 52
Teachers’ trust
, 237–241
associated teacher’s emotions
, 248, 250
Chilean educational context and characteristics
, 241–242
in colleagues
, 248
initial welcome and support for new teachers
, 248–249
literature review
, 238
methodology
, 243–244
personal well-being of colleagues
, 250–251
principals address problems and providing advice to teachers
, 247–248
principals care and support teacher
, 246
principals providing positive welcome to new teachers
, 246
principals value
, 245–246
providing support, advice and help to teachers
, 249
results
, 244
safeguard information
, 250
in school leaders
, 244
transparent and direct
, 249–250
Temporary education centers (TECs)
, 200–201
Tompkins’ Affect Theory
, 106
Traditional societies
, 2, 11, 18
Traditional values
, 12–13, 20
Traditionalism
, 12
Transference
, 36
Transgression
, 39, 217, 231
Trinidad and Tobago principals (T&T principals)
, 176–177
context
, 180
primary education system
, 180
Triune of consciousness
, 29
Trust
, (see also Teachers’ trust), 17, 237–238
as dynamic phenomenon
, 239–240
and emotions
, 240–241
radius
, 82–84
in school context
, 238–239
in teachers
, 245–246
Turkish education system
, 196
Turkish principals
, 215
cross-cultural studies
, 231
findings
, 222–229
methodology
, 220–222
questions in semi-structured questionnaire
, 236
research on shame in organisations
, 218–220
school principals
, 229–230
shame
, 216–218
Turkish school leader in Syrian Refugee School
, (see also Female school leader and emotional management)
emotions, faith and culture
, 203–207
emotions and school leadership
, 197–200
emotions at beginning
, 202–203
findings
, 202
methodology
, 201–202
policy, patriotic ideals and EL
, 207–209
Uniqueness of context
, 199
Volition
, 29, 33, 262
West African Senior Secondary School Certificate Examination (WASSSCE)
, 96
Willpower
, 6, 258–259, 262–263, 268–269
adapting principles or values to behaviour
, 273–274
adverse effect in person’s life
, 270–271
changing behaviour according to principles or values
, 272–273
and culture
, 259–260
dealing with negative thoughts
, 269–270
development
, 269
factor affecting work
, 263–264
findings
, 262
indispensable
, 264–265
influencing personality
, 265–267
in job
, 267–268
positionality
, 261
rating
, 272
research design
, 260–261
sample
, 261
Women
leading American Islamic schools
, 138–143, 146
principals
, 116
Work pressures and satisfactions
, 77–79
Wounding
, 5, 180, 188–190
- Prelims
- Introduction
- Section I: Culture and Context in the Study of Emotion in Education
- Chapter 1 A Call to Study Educator Emotion as a Contextualised Phenomenon
- Chapter 2 Organising in Schools: It’s All About Emotion
- Section II: Educational Management and Emotion in Different Cultural Arenas
- Chapter 3 Exploring Emotion Management Strategies of Junior High School Teachers in Shanghai, China
- Chapter 4 A Female School Leader and Emotional Management: Coping in ‘Special Measures’ in a Secondary School in England
- Chapter 5 A Restorative Approach to Valuing Emotion Management in Educational Leadership: The Case of Liberians and Palestinian Arabs in Israel
- Chapter 6 Emotion Expression Among Arab Deputy-Principals in Israel: The Key Role of the Local Culture
- Chapter 7 Muslim Women Mobilising Emotionality
- Chapter 8 Factors Affecting Emotional Management in Highly Complex Schools: The Case of Two Spanish Schools
- Section III: Cross-cultural Understandings of Educators’ Feelings and Emotions
- Chapter 9 New Principals’ Emotions: Interactions with ‘Inherited’ School Cultures
- Chapter 10 There is Always Light at the End of the Tunnel: Emotions of a Turkish School Leader in a Temporary Education Center for Syrian Children
- Chapter 11 The Effects of Shame in School Leadership: The Case of Turkish Principals
- Chapter 12 Building Teachers’ Trust in Principals and Colleagues: A Study of Critical Incidents in Chilean Schools
- Chapter 13 Understanding Willpower and Its Role in Leadership: A Study on How Educational Leaders from Different Multicultural Backgrounds Perceive Willpower
- Index