<i>Taking it personally:</i>examining patterns of emotional practice in leading primary schools in the Republic of Ireland

Brennan, Jarlath; Ruairc, Gerry Mac

doi:10.1080/13603124.2010.536261

Cited by 31 publications

(28 citation statements)

References 30 publications

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“…Expressive suppression was unrelated to depressive symptoms for Chinese Singaporean college students regardless of whether the emotions were socially engaging or disengaging. Similarly, the female principals in Brennan and Ruairc's (2011) research reported a more taxing emotional experience as they buried their own emotions.…”

Section: The Expression and Suppression Of Emotionsmentioning

confidence: 82%

Empathy Regulation among Israeli School Principals: Expression and Suppression of Major Emotions in Educational Leadership

Oplatka¹

2017

Journal of School Leadership

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The present study aimed to trace the ways by which Israeli principals manage their emotions at work and posed two questions: (1) How do principals tend to express empathy toward others in the school? and (2) How do principals regulate their empathy at work? Based on semi-structured interviews with 10 Israeli school principals, it was found that they are allowed, even encouraged, to display, under specific circumstances, three components of empathy: cognitive, affective (e.g., compassion), and behavioral (e.g., caring), while consciously inhibiting the expression of anger and fear publically. In addition, the principals use four strategies to regulate the components of empathy and its related emotions. Cultural, professional, and personal characteristics seem to explain empathy display and regulation among the Israeli principals.

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Section: The Expression and Suppression Of Emotionsmentioning

confidence: 82%

Empathy Regulation among Israeli School Principals: Expression and Suppression of Major Emotions in Educational Leadership

Oplatka¹

2017

Journal of School Leadership

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“…Principals play a central role in the emotional relationships that exist in schools (Crawford, 2009). At times, the personal and professional are difficult to separate when the task of principalship is fundamentally person centred (Brennan and Mac Ruairc, 2011). Principals in this study employed an array of emotional strategies to manage self and others in interaction.…”

Section: Concluding Commentsmentioning

confidence: 99%

Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances

Brennan¹,

Ruairc²

2017

Educational Management Administration & Leadership

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The centrality of emotions in the personal and professional practice of school leaders is by now well established in scholarship. Much of the investigation that has been carried out over the years provides a strong basis and rationale for the data presented in this paper. This study sought to explore the extent to which the socio-economic context of the school impacts the emotional timbre of the interactions of school principals and to seek to establish how this group of leaders manage the emotional drivers of their different socio-economic contexts. This paper specifically focuses on principals' perspectives on the impact children’s social worlds and their associated lives have on how leadership practice is shaped, from the point of view of the playing out of emotions in school. Qualitative research using multiple, in-depth interviews and shadowing as research tools, was utilised to focus on the emotional experiences of the principals in the study. This approach enabled the research to come as close as possible to understanding the meaning principals make of their lived experiences from their subjective point of view. Most of the data presented here will explore the perspectives of leaders working in schools in some of the most disadvantaged and marginalised communities in Ireland.

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“…However, it remains fundamental to recognize that it is always individuals with their actions and practices that are actually coupled. The focus in organizational management practices should be more on people, relationships, and learning, rather than on structures and centrally determined standards (Goldspink 2007, Brennan andMac Ruairc 2011). This means that the priority should be given to communication, collaboration, and interaction between individuals.…”

Section: Insert Table 1 About Herementioning

confidence: 99%

Agency-centred coupling—a better way to manage an educational organization?

Hökkä¹,

Vähäsantanen

2013

International Journal of Leadership in Education

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Taking it personally:examining patterns of emotional practice in leading primary schools in the Republic of Ireland

Cited by 31 publications

References 30 publications

Empathy Regulation among Israeli School Principals: Expression and Suppression of Major Emotions in Educational Leadership

Empathy Regulation among Israeli School Principals: Expression and Suppression of Major Emotions in Educational Leadership

Different worlds: The cadences of context, exploring the emotional terrain of school principals’ practice in schools in challenging circumstances

Agency-centred coupling—a better way to manage an educational organization?

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