Leading With Teacher Emotions in Mind
Purchase
Description
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best."
—Carl Glickman, Scholar in Residence
The University of Georgia
Develop a leadership approach that responds to the emotional needs of teachers!
School leaders know that an engaged and committed faculty is critical to student learning and the success of a school community, yet traditional leadership practices often fail to take the affective needs of teachers into consideration.
Kenneth Leithwood and Brenda Beatty draw on theory and empirical evidence to show how teachers' emotional well-being can affect their performance in the classroom. This invaluable resource provides principals and other school leaders with specific practices to positively influence teacher perspectives, and examines teacher emotions in five key areas:
- Job satisfaction and morale
- Stress, anxiety, and burn-out
- Sense of individual and collective self-efficacy
- Organizational commitment and engagement
- Willingness and motivation to improve their practices
When educational leaders create conditions that support teachers in their work, schools can experience higher teacher retention rates, improved climate and culture, and increased student achievement.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
2. Looking Forward to Work: Job Satisfaction and Morale
2. Looking Forward to Work: Job Satisfaction and Morale
3. Wanting to Stay Home: Stress, Anxiety, and Burnout
3. Wanting to Stay Home: Stress, Anxiety, and Burnout
4. Persisting Against All Odds: Individual and Collective Self-Efficacy
4. Persisting Against All Odds: Individual and Collective Self-Efficacy
5. To Stay or Go? Organizational Commitment and Engagement
5. To Stay or Go? Organizational Commitment and Engagement
6. From Feeling to Acting: Teacher Motivation and Educational Reform
6. From Feeling to Acting: Teacher Motivation and Educational Reform
7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
9. Conclusion: Leader Emotions
9. Conclusion: Leader Emotions
References
References
Index
Index
Description
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best."
—Carl Glickman, Scholar in Residence
The University of Georgia
Develop a leadership approach that responds to the emotional needs of teachers!
School leaders know that an engaged and committed faculty is critical to student learning and the success of a school community, yet traditional leadership practices often fail to take the affective needs of teachers into consideration.
Kenneth Leithwood and Brenda Beatty draw on theory and empirical evidence to show how teachers' emotional well-being can affect their performance in the classroom. This invaluable resource provides principals and other school leaders with specific practices to positively influence teacher perspectives, and examines teacher emotions in five key areas:
- Job satisfaction and morale
- Stress, anxiety, and burn-out
- Sense of individual and collective self-efficacy
- Organizational commitment and engagement
- Willingness and motivation to improve their practices
When educational leaders create conditions that support teachers in their work, schools can experience higher teacher retention rates, improved climate and culture, and increased student achievement.
Contents
Acknowledgments
Acknowledgments
About the Authors
About the Authors
1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
2. Looking Forward to Work: Job Satisfaction and Morale
2. Looking Forward to Work: Job Satisfaction and Morale
3. Wanting to Stay Home: Stress, Anxiety, and Burnout
3. Wanting to Stay Home: Stress, Anxiety, and Burnout
4. Persisting Against All Odds: Individual and Collective Self-Efficacy
4. Persisting Against All Odds: Individual and Collective Self-Efficacy
5. To Stay or Go? Organizational Commitment and Engagement
5. To Stay or Go? Organizational Commitment and Engagement
6. From Feeling to Acting: Teacher Motivation and Educational Reform
6. From Feeling to Acting: Teacher Motivation and Educational Reform
7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
9. Conclusion: Leader Emotions
9. Conclusion: Leader Emotions
References
References
Index
Index
Reviews
December 2007 | 192 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 28/04/2023 | 9781412941457 | $39.95 |
| Hardcover | 27/02/2023 | 9781412941440 | $79.95 |
| Lifetime | 28/04/2023 | 9781452294223 | $36.00 |
"Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best."
—Carl Glickman, Scholar in Residence
The University of Georgia
Develop a leadership approach that responds to the emotional needs of teachers!
School leaders know that an engaged and committed faculty is critical to student learning and the success of a school community, yet traditional leadership practices often fail to take the affective needs of teachers into consideration.
Kenneth Leithwood and Brenda Beatty draw on theory and empirical evidence to show how teachers' emotional well-being can affect their performance in the classroom. This invaluable resource provides principals and other school leaders with specific practices to positively influence teacher perspectives, and examines teacher emotions in five key areas:
- Job satisfaction and morale
- Stress, anxiety, and burn-out
- Sense of individual and collective self-efficacy
- Organizational commitment and engagement
- Willingness and motivation to improve their practices
When educational leaders create conditions that support teachers in their work, schools can experience higher teacher retention rates, improved climate and culture, and increased student achievement.
Table Of Contents:
- Acknowledgments
- About the Authors
- 1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
- 2. Looking Forward to Work: Job Satisfaction and Morale
- 3. Wanting to Stay Home: Stress, Anxiety, and Burnout
- 4. Persisting Against All Odds: Individual and Collective Self-Efficacy
- 5. To Stay or Go? Organizational Commitment and Engagement
- 6. From Feeling to Acting: Teacher Motivation and Educational Reform
- 7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
- 8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
- 9. Conclusion: Leader Emotions
- References
- Index