Leadership and Teacher Emotions

  • Brenda R. Beatty
Part of the Professional Learning and Development in Schools and Higher Education book series (PROD, volume 100)


This chapter presents a discussion of theoretical and practical implications from the author’s research into the emotions of teaching, leading and learning. Discussed are explorations of impact from programmatic approaches to leadership development that have been grounded in the author’s theoretical framework of emotional epistemologies. This framework was derived from empirical studies with 50 Ontario teachers and 35 school principals in six western nation states (Beatty 2002a, b). Impact studies from applications of this framework in Masters level school leader preparation courses in the United States and Australia reveal the transformational power of breaking the silence on emotion and positioning inner leadership as foundational to educational professionalism. In a collaborative project 3,000 secondary school student survey responses allowed co-researchers to validate an instrument to measure student sense of connectedness with school (Beatty and Brew 2005). Structural equation modelling with these data provided plausible evidence of linkages among student trust in leaders, trust in teachers, sense of belonging with peers, academic engagement, confidence in self at school and academic performance. These findings echo linkages between student performance and trust factors identified by Bryk and Schneider (2002) who focused on trust among adults in schools. Leadership preparation programmes grounded in leaders’ emotional preparedness, personal resilience and well-being, fostered by transcending the normative professional silence on emotion, are providing evidence of impact from this approach.


School Leader Leadership Development Academic Engagement Leadership Practice Emotional Understanding 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media B.V. 2011

Authors and Affiliations

  1. 1.School of Graduate Studies in EducationUniversity of MelbourneMelbourneAustralia

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