If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -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.

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We live in separate realities. But we live with each other. (T.B. Greenfield, in Greenfield and Ribbins, 1993: 88) Greenfield was concerned about two persistent values dilemmas for the social sciences and for education policy: how do we understand not only our separate realities but also how we can live together in ways that do not do undue violence to our separate realities? Hans-Georg Gadamer describes the challenge of human coexistence this way:

Our research situates, contextualizes, and analyzes the lived experiences of ten female academics who were among the first women in the academic discipline of educational administration in seven of the ten provinces in Canada. Using institutional ethnography and life history to inform our analysis, this article explores three of the themes that emerged from participant interviews in the first stage of a multi-stage research process: mapping careers, transforming knowledge, and negotiating institutional tensions between the personal and professional aspects of their work.Notre projet de recherche situe, met en contexte et analyse l’expérience vécue par dix femmes universitaires qui faisaient partie des premières femmes formées en administration de l’éducation au sein de sept des dix provinces canadiennes. Basant notre analyse sur l’ethnographie institutionnelle et l’histoire de vie, cet article explore trois des thèmes ayant ressorti des entrevues réalisées auprès des participantes dans la première phase d’un projet de recherche se déroulant en plusieurs étapes. Ces thèmes sont l’évolution des carrières, la transformation des connaissances et la négociation des tensions institutionnelles existant entre les dimensions personnelles et professionnelles de leur emploi