The purpose of this paper is to look how the concepts of personal engagement (Kahn) and emotion in schools can aid understanding both of research priorities and practice in…
Abstract
Purpose
The purpose of this paper is to look how the concepts of personal engagement (Kahn) and emotion in schools can aid understanding both of research priorities and practice in schools.
Design/methodology/approach
This paper is a review of the area, so it has no particular methodological approach. Instead, it brings together engagement, emotion and capital.
Findings
This paper suggests that the commonalities between the areas discussed, and the relationship to professional capital can be enhanced both in research and practice.
Research limitations/implications
This paper suggests that an emphasis on the positive side of personal engagement and emotion could lead to new insights in this area.
Practical implications
This paper also suggests that personal engagement research has practical implications for teacher resilience and workplace relationships.
Originality/value
Overall, this paper seeks to act as a catalyst for further discussion in the areas outlined, and asks the researcher to continue to draw together the practical and theoretical insights that can be gained through a focus on personal engagement.
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Mehmet Karakus, Mustafa Toprak, Omer Caliskan and Megan Crawford
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Abstract
Purpose
This study aims to examine the role of teachers’ emotional intelligence (EI) and emotional labour (EL) strategies in their affective and physical well-being.
Design/methodology/approach
The quantitative data were collected from 436 primary school teachers. Likert-type scales were used to measure the variables. Confirmatory factor analyses were performed for the construct validity of the scales, and path analysis was used to test the hypothesised model.
Findings
The final structural equation model suggests that teachers' EI levels and display of appropriate EL strategies significantly reduce their stress, anxiety, burnout and psychosomatic complaints (PSCs). The final model shows that the deep acting strategy, which includes more adaptive emotion regulation strategies, improves teachers’ affective and physical well-being, while the surface acting strategy has a detrimental effect on their well-being.
Originality/value
To the best of the authors’ knowledge, this study is the first in the literature to highlight the importance of school teachers’ EI and EL strategies in managing stress, anxiety, burnout (affective well-being),and alleviating PSCs (physical well-being) within a single structural equation model. The findings have implications for educational leaders in fostering teachers’ emotional competencies and resources.
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Universities have to work with increasingly performative accountability systems. In England, the whole purpose of higher education (HE) is being contested, with the UK government…
Abstract
Universities have to work with increasingly performative accountability systems. In England, the whole purpose of higher education (HE) is being contested, with the UK government suggesting graduates look at which degree equates to the best lifetime earnings rather than other, more academic concerns. For those in leadership roles, there is a difficult balancing act required between educational values and pragmatic response, which can take a toll on individual and team wellbeing. In this chapter, drawing on literature from HE management, wellbeing, and the emotions of leadership, the author discusses the personal, affective side of leadership within the complex policy context where the personal and the political intertwine. Four principles for wellbeing in HE will be explored, alongside the three frames – learning leadership, surviving organizations, and performing leadership – in order to understand further the complexities and challenges that a leader faces.
Michael Cowie and Megan Crawford
This paper aims to explore the extent to which the programme for principal preparation in Scotland relates to what is expected of principals once they are in post and what it is…
Abstract
Purpose
This paper aims to explore the extent to which the programme for principal preparation in Scotland relates to what is expected of principals once they are in post and what it is that they actually do.
Design/methodology/approach
The paper analyses the professional experience of five relatively new elementary school principals reported in monthly logs maintained over a six‐month period.
Findings
The preparation for headship programme appears to help develop the professional identity of aspiring headteachers, broaden their outlook and develop confidence and self‐belief. What is not clear is the extent to which the programme is developing principals with the strength of purpose required to work towards schools centred on educational values.
Originality/value
The paper builds on previous work by the authors and makes a contribution to the research on principal preparation and the work of new school principals.
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Benjamin Kutsyuruba and Keith D. Walker
In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational…
Abstract
In this introduction chapter, the authors first offer a brief overview of the theoretical underpinnings of the notion of wellbeing and flourishing from the positive organizational scholarship literature. The authors, then, provide an overview of the chapters in this handbook, guiding the readers through key aspects that each chapter contributes to the handbook’s collective perspective of efforts, initiatives, and programs that promote wellbeing in the higher education settings.
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Keith D. Walker and Benjamin Kutsyuruba
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a…
Abstract
In this concluding chapter of the handbook, the authors first revisit the conceptual focus of this handbook with a brief overview of research literature on wellbeing, using a common conceptual approach that identifies the dimensions of wellbeing and then provide an overview of literature that both addresses and imagines the wellbeing with students, faculty, staff, leadership, and institutional levels in mind. Finally, the authors will proffer that there is a need for agentic moral imagination to sustain and progress the cause of wellbeing in higher education.