Experience, self-display and others' display of emotions at work: an exploratory study on transformational leadership and emotions

Author(s):

Anca Alba

Conference:

ECER 2009

Network:

21. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)

Format:

Paper

Session Information

SES F4, Pre Conf Parallel Session

Time:

2009-09-26

09:00-10:30

Room:

HG, HS 28

Chair:

Helga Fasching

Contribution

This study explores the relationship between transformational leadership and experiences (EE), self-displays (DE) and others' displays(OE) of emotions at work as perceived by school staff. The research draws from social comparison and the emotion regulation theories, and also from the transformational-transactional leadership model.

Method

A total of 408 teaching and non-teaching staff including headteachers from 18 Romanian schools completed the MLQ (5X short form) and a 5-point Likert scaled self-reported questionnaire containing a set of 20 labels of positive and negative emotions.

Expected Outcomes

Results suggest that staff tend to report more positive display of emotions (DE) comparing with what they see others displaying. Transformational leadership style is positively associated with positive emotions (positive EE, DE and OE) and negatively associated with display and others’ display of negative emotions (negative DE and OE) and also negatively associated with compassion and with self-oriented negative experienced emotions (negative EESelf).

References

References Ackerman, R. H., & Maslin-Ostrowski, P. (2004). The wounded leader and emotional learning in the schoolhouse. School Leadership & Management, 24(3), 311. Alba, A. (2008). Leadership styles, emotions and school outcomes in two Romanian schools, British Educational Research Association Annual Conference, September 2008, Edinburgh, UK. Alba, A. & Trisokka, L. (2008). Leadership Styles: A Comparison between Cypriot and Romanian Schools, British Educational Research Association Annual Conference, September 2008, Edinburgh, UK. Alba, A. (2008). Cultures of emotion in schools: untangling the relationship between experience, display and others’ display of emotions at work, 2nd International Emotions Conference 'Emotions, Well Being and Inter-disciplinarity: the Future of Feelings' Friday 13 June 2008, Surrey, UK. Alba, A. (in press). Educational leadership and emotions. A review of the published literature. Working Papers of the Warwick SUMINER Group. Alba, A. (2007). Leadership styles and school’s emotions cultures: a case study, European Conference on Educational Research, September, 2007, Gent, Belgium. Antonakis, J., Avolio, B.J. & Sivasubramaniam, N. (2003). Context and leadership: an examination of the nine-factor full-range leadership theory using the Multifactor Leadership Questionnaire. The Leadership Quarterly, 14 261–295. Avolio, B., J., Bass, B. M., & Jung, D. I. (1995). Multifactor leadership questionnaire technical report. Redwood City, CA: Mind Garden. Bass, B. M., & Avolio, B. J. (1997). Full range leadership development : Manual for the multifactor leadership questionaire. Redwood City, Calif.: Mind Garden Inc. Beatty, B. R. (2000). The emotions of educational leadership: Breaking the silence. Int. J. Leadership in Education, Vol. 3, No. 4, pp. 331-357. Beatty, B. R., & Brew, C. R. (2004). Trusting relationships and emotional epistemologies: a foundational leadership issue. School Leadership & Management, 24(3), 329. Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership & Management, 24(4), 439. Bottery, M. (2003). The leadership of learning communities in a culture of unhappiness. School Leadership & Management, 23(2), 187-207. Crawford, M. (2007). Rationality and emotion in primary school leadership: An exploration of key themes. Educational Review, 59(1), 87. Hargreaves, A. (2004a). Distinction and disgust: The emotional politics of school failure. International Journal of Leadership in Education, 7(1), 27-41. Hargreaves, A. (2004b). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership & Management. 24(2), pp. 287-309(23). Harris, B. (2004). Leading by heart. School Leadership & Management, 24(4), 391. Hartley, D. (1999). Marketing and the 're-enchantment' of school management. British Journal of Sociology of Education, 20(3), pp. 309-323. Hartley, D. (2004). Management, leadership and the emotional order of the school. Journal of Education Policy. 19(5), pp. 583-594. Hochschild, A. R. (2003). The managed heart : Commercialization of human feeling (20th anniversary ed. , with a new afterword. ed.). Berkeley, Calif. ; London: University of California Press. Iosifescu, S., Radulescu, E., Pop, V., Blendea, P. & Popenici, S. 2001, Culturi organizationale in scoala romaneasca, Research report, Bucuresti: Institutul de Stiinte ale Educatiei. Johnson, R. G.,III, Aiken, J. A., & Steggerda, R. (2005). Emotions and educational leadership: Narratives from the inside. Planning and Changing, 36(3/4), 235. Judge, T.A., Bono, J.E. (2000), Five-factor model of personality and transformational leadership, Journal of Applied Psychology, Vol. 85 pp.751-65. Khoo, H., Burch, G., (2008) 'The 'dark side' of leadership personality and transformational leadership: An exploratory study. Personality and Individual Differences, 44, 86-97. Maslin-Ostrowski, P., & Ackerman, R. H. (2000). On being wounded: Implications for school leaders. Journal of Educational Administration, 38(3), 216. O'Connor, Eileen. (2004) Leadership and Emotions: an exploratory study into the emotional dimension of the role of the post-primary school principal in Ireland. Educate~. Research Papers, 4(1), pp 46-59. Oplatka, I. (2002). Women principals and the concept of burnout: An alternative voice? International Journal of Leadership in Education, 5(3), 211-226. Sachs, J., & Blackmore, J. (1998). You never show you can't cope: Women in school leadership roles managing their emotions. Gender and Education, 10(3), 265. Sackney, L., Noonan, B., & Miller, C. M. (2000). Leadership for educator wellness: An exploratory study. Schmidt, M. (2000). Role theory, emotions, and identity in the department headship of secondary schooling. Teaching and Teacher Education, 16(8), 827-842. Slater, L. (2005). Leadership for collaboration: An affective process. International Journal of Leadership in Education, 8(4), 321-333. Weiner, B. (1986). An attributional theory of motivation and emotion. New York: Springer-Verlag. Zorn, D., & Boler, M. (2007). Rethinking emotions and educational leadership. International Journal of Leadership in Education, 10(2), 137-151.

Author Information

Anca Alba

University of Warwick

Education

Coventry

Update Modus of this Database

The current conference programme can be browsed in the conference management system (conftool) and, closer to the conference, in the conference app.
This database will be updated with the conference data after ECER.

Search the ECER Programme

Search for keywords and phrases in "Text Search"
Restrict in which part of the abstracts to search in "Where to search"
Search for authors and in the respective field.
For planning your conference attendance, please use the conference app, which will be issued some weeks before the conference and the conference agenda provided in conftool.
If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.