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Despite being tasked with supporting the wellbeing and emotional health of staff, students, and other members of the school community, little attention has been paid to developing the same qualities in school-level leaders. The majority of the existing academic research surrounding school-level leadership focuses on what practices and strategies leaders can engage in to supporting student outcomes. Bridging the nexus between research and practice, The Emotional Life of School-Level Leaders uses insights and interpretations derived from the disciplines of psychology and educational leadership to illustrate the rich and complex emotions inherent in school-level leaders’ work.
This unique resource critically investigates approaches for promoting wellbeing and effective emotional regulation strategies among both individual school-level leaders and throughout K-12 education systems. In an era characterized by high levels of attrition, burnout and stress, Hauseman proposes communal strategies and policy levels to support school-level leaders’ emotional regulation and wellbeing, countering individualistic approaches to self-care that absolve Ministries/Departments of Education and school districts from their responsibilities to support school-level leaders.
The Emotional Life of School-Level Leaders provides a unique perspective by offering insight into who school-level leaders are, and what they need to thrive both personally and professionally.
Cameron Hauseman is an Assistant Professor in the Faculty of Education at the University of Manitoba. Hauseman’s academic and research interests are situated in K-12 school leadership and program evaluation, with a specific focus on the work and role of school principals.
Chapter 1. Introduction: The Emotional Aspects of School-Level Leadership
Chapter 2. Theoretical Foundations: Affect and Emotions in Educational Administration
Chapter 3. Stress, Burnout and Isolation: The Lonely State of the Field
Chapter 4. Work Intensification and Other Factors and Forces that Heighten Emotions in School-Level Leaders’ Work
Chapter 5. How Principals and Other School-Level Leaders Manage Their Emotions
Chapter 6. Beyond Mindfulness: Principal Preparation Programs, Professional Learning and Innovative Supports to Promote Effective Emotional Regulation
Chapter 7. Characteristics and Context: A New Model for School-Level Leaders’ Emotional Regulation
Chapter 8. Concluding Thoughts: Future Directions for Research and Practice