In order to increase productivity, many public organisations, for instance schools, try to manage the affective economy of schools through the use of psy-leadership. The concept of psy-leadership is intended to get a grip on the affective turn in new forms of leadership, focusing on the possibilities for creating certain kinds of affective spaces and regulating their intensity/ies. Inspired by Nicholas Rose’s idea of the Psy-Sciences (1999), the term Psy-Leadership points to managerial technologies and approaches that are informed by theories and practices from pedagogy and psychology (Staunæs, Juelskjær & Knudsen 2009) which strategically create and correct the atmosphere, the senses, and the affects/emotions in and among students and employees in schools. In this paper, I draw attention towards the handbook-discourse of “"authentic", "good” and “positive” approaches to leadership and analyse the affective economy that these approaches build upon. By observing what is being observed (Luhmann 2000) as the "authentic", "good" and "positive", I discuss how leadership that is "authentic", “good” and “positive” is an ambiguous act involving an ambiguous affective economy.