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Extra info for Leading With Teacher Emotions in Mind

Sample text

Teachers tended to avoid or withdraw from those who failed to display composure in their interactions. . [and] conformed to norms of conventional politeness. (Blase & Anderson, p. qxd 11/9/2007 11:23 AM Page 29 Looking Forward to Work——29 fearful, scared, nervous, paranoid and anxious” (pp. 40–41). These emotions were associated with controlling leadership practices. And there were other consequences for teachers: An overwhelming portion of the data supports the general conclusion that the use of control tactics by school principals .

Teachers tended to avoid or withdraw from those who failed to display composure in their interactions. . [and] conformed to norms of conventional politeness. (Blase & Anderson, p. qxd 11/9/2007 11:23 AM Page 29 Looking Forward to Work——29 fearful, scared, nervous, paranoid and anxious” (pp. 40–41). These emotions were associated with controlling leadership practices. And there were other consequences for teachers: An overwhelming portion of the data supports the general conclusion that the use of control tactics by school principals .

Morale is “the feeling a worker has about his job based on how the worker perceives himself in the organization and the extent to which the organization is viewed as meeting the worker’s needs and expectations” (Washington & Watson, cited in Lumsden, 1998, p. 2). As one of seven features of a “healthy” school, Hoy, Tartar, and Witkoskie (1992) considered morale to be “the sense of trust, confidence, enthusiasm and friendliness among teachers” (p. 183). This conception of morale is reflected in the description of her school provided by this third-grade teacher: We have a great professional staff.

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