The emotional life of school-level leaders /
Despite being tasked with supporting the wellbeing and emotional health of staff, students, and other members of the school community, little attention has been paid to developing the same qualities in school-level leaders. The majority of the existing academic research surrounding school-level lead...
Gorde:
| Egile nagusia: | |
|---|---|
| Formatua: | Baliabide elektronikoa eBook |
| Hizkuntza: | ingelesa |
| Argitaratua: |
Bingley, U.K. :
Emerald Publishing Limited,
2023.
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| Saila: | Transforming education through critical leadership, policy and practice
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| Gaiak: | |
| Sarrera elektronikoa: | https://doi.org/10.1108/9781837531363 |
| Etiketak: |
Etiketa erantsi
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| LEADER | 00000nam a2200000Ii 4500 | ||
|---|---|---|---|
| 001 | 9781837531387 | ||
| 003 | UtOrBLW | ||
| 005 | 20231128175647.0 | ||
| 006 | m o d | ||
| 007 | cr un||||||||| | ||
| 008 | 231128t20232024enk ob 001 0 eng d | ||
| 020 | |a 9781837531387 |q (e-book) | ||
| 040 | |a UtOrBLW |b eng |e rda |c UtOrBLW | ||
| 050 | 4 | |a RC451.4.E38 |b H38 2023 | |
| 072 | 7 | |a EDU032000 |2 bisacsh | |
| 072 | 7 | |a JMJ |2 bicssc | |
| 080 | |a 364-7 | ||
| 082 | 0 | 4 | |a 362.18019 |2 23 |
| 100 | 1 | |a Hauseman, Cameron, |e author. | |
| 245 | 1 | 4 | |a The emotional life of school-level leaders / |c Cameron Hauseman (University of Manitoba, Canada). |
| 264 | 1 | |a Bingley, U.K. : |b Emerald Publishing Limited, |c 2023. | |
| 264 | 4 | |c ©2024 | |
| 300 | |a 1 online resource (216 pages). | ||
| 336 | |a text |b txt |2 rdacontent | ||
| 337 | |a computer |b c |2 rdamedia | ||
| 338 | |a online resource |b cr |2 rdacarrier | ||
| 490 | 0 | |a Transforming education through critical leadership, policy and practice | |
| 500 | |a Includes index. | ||
| 504 | |a Includes bibliographical references. | ||
| 505 | 0 | |a Chapter 1. Introduction: The emotional aspects of school-level leadership -- Chapter 2. Theoretical foundations: Affect and emotions in educational administration -- Chapter 3. Stress, burnout and isolation: The lonely state of the field -- Chapter 4. Work intensification and other factors and forces that heighten emotions in school-level leaders' work -- Chapter 5. How principals and other school-level leaders manage their emotions -- Chapter 6. Beyond mindfulness: Principal preparation programs, professional learning and innovative supports to promote effective emotional regulation -- Chapter 7. Characteristics and context: A new model for school-level leaders' emotional regulation -- Chapter 8. Concluding thoughts: Future directions for research and practice. | |
| 520 | |a Despite being tasked with supporting the wellbeing and emotional health of staff, students, and other members of the school community, little attention has been paid to developing the same qualities in school-level leaders. The majority of the existing academic research surrounding school-level leadership focuses on what practices and strategies leaders can engage in to supporting student outcomes. Bridging the nexus between research and practice, The Emotional Life of School-Level Leaders uses insights and interpretations derived from the disciplines of psychology and educational leadership to illustrate the rich and complex emotions inherent in school-level leaders' work. This unique resource critically investigates approaches for promoting wellbeing and effective emotional regulation strategies among both individual school-level leaders and throughout K-12 education systems. In an era characterized by high levels of attrition, burnout and stress, Hauseman proposes communal strategies and policy levels to support school-level leaders' emotional regulation and wellbeing, countering individualistic approaches to self-care that absolve Ministries/Departments of Education and school districts from their responsibilities to support school-level leaders. The Emotional Life of School-Level Leaders provides a unique perspective by offering insight into who school-level leaders are, and what they need to thrive both personally and professionally. | ||
| 588 | 0 | |a Print version record. | |
| 650 | 0 | |a Educational leadership |x Psychological aspects. | |
| 650 | 0 | |a School administrators |x Mental health. | |
| 650 | 0 | |a Stress (Psychology) |x Prevention. | |
| 650 | 7 | |a Education |x Leadership. |2 bisacsh | |
| 650 | 7 | |a Occupational & industrial psychology. |2 bicssc | |
| 776 | 0 | 8 | |i Print version: |z 9781837531370 |
| 776 | 0 | 8 | |i PDF version: |z 9781837531363 |
| 856 | 4 | 0 | |u https://doi.org/10.1108/9781837531363 |