Facing “reality”: including the emotional in school leadership programmes

Abstract

Purpose

The purpose of this paper is to argue that emotions characterise organisations and, therefore, emotional labour and performance is central to the work of school administration. Thus, the study of emotions needs careful attention in educational administration programmes. The author also considers whether school leadership preparation programmes in Canada and elsewhere provide theoretical knowledge to support this. Finally, the author posits three theoretical perspectives on emotion in administrative work and organisational settings, including education, that might be included in school leadership courses to better support principals in the emotional work that is core to their effectiveness.

Design/methodology/approach

The author draws on two research studies to inform the analysis offered: one on the effects of restructuring on the work of school administrators and the other a consideration of principal preparation programmes in Canada. Both employ qualitative methods, including document searches. A broad literature review in relation to the research focus is also offered.

Findings

The paper finds that principals talk a great deal about the emotional aspects of their work yet there is no explicit exploration of theories of emotion in principal preparation programmes. The author provides brief examples of the efficacy of psychoanalytic, socio‐cultural, and feminist post‐structural analysis of emotional labour as useful for emotional praxis in administrative work.

Originality/value

The analysis offered will be useful in reviewing principal preparation programmes with regard to their effectiveness in addressing central concerns of emotional praxis in the work of school administrators.

Citation

Wallace, J. (2010), "Facing “reality”: including the emotional in school leadership programmes", Journal of Educational Administration, Vol. 48 No. 5, pp. 595-610. https://doi.org/10.1108/09578231011067758