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ETD RECORD
The role of emotion in secondary school leadership :a qualitative study
Citation
Yamamoto, Julie K.. (2010). The role of emotion in secondary school leadership :a qualitative study. Theses and Dissertations Collection, University of Idaho Library Digital Collections. https://www.lib.uidaho.edu/digital/etd/items/etd_157.html
- Title:
- The role of emotion in secondary school leadership :a qualitative study
- Author:
- Yamamoto, Julie K.
- Date:
- 2010
- Keywords:
- School administrators--Northwest Pacific--Psychology
- Program:
- Education
- Abstract:
- This study analyzes the stories of secondary administrators in an urban school setting concerning significant emotional events in the workplace. The purpose of the study was to discover how these administrators made sense of significant emotional events and how their personal narratives are reflected in their professional lives. Utilizing the methods of qualitative inquiry, a series of three interviews were conducted with each school administrator. The interviews contained three major open-ended categories based on Seidman's three-interview series. The interviews focused on: 1) The role of emotion in the secondary school principalship; 2) The critical incident illustrative of the role of emotion; and 3) How school leaders made meaning of significant events, with the latitude to ask clarifying questions or pursue a more in-depth response.;Descriptive interviews with nine practicing school administrators (four males and five females) in six, different, similarly sized, suburban schools and districts in the Intermountain Northwest were conducted over the course of a school year. A theoretical framework of transformational leadership was used for sensitivity in examining the data in combination with an analytic method of constant comparative analysis.;Findings included four themes consistent in the personal narratives of school administrators: 1) Who I Am Defines How Lead. 2) Fragmentation. 3) Reintegration. 4) Relationships.;The study develops the idea that transformational leadership is predicated upon uniting the rational mind and emotional mind. Administrator experiences revealed that failure to ac-knowledge and embrace emotional ways of knowing resulted in diminished relationships between leaders and those they wished to serve. Administrators who were able to recognize and act upon incorporating practices that ensure connection, wholeness and wellness for the administrators themselves, were able to cope despite the demands of public school leader-ship. The study has significance for all stakeholders in public education: for the recruitment and preparation of quality administrative candidates, sustainability of administrators and their efforts, and for wholeness and wellness for everyone within the school community. The study concludes with recommendations for further research.
- Description:
- Thesis (Ph. D., Education)--University of Idaho, March 2010.
- Major Professor:
- Mary E. Gardiner.
- Defense Date:
- March 2010.
- Type:
- Text
- Format Original:
- xiii, 175 leaves ;29 cm.
- Format:
- record
Rights
- Rights:
- In Copyright - Educational Use Permitted. For more information, please contact University of Idaho Library Special Collections and Archives Department at libspec@uidaho.edu.
- Standardized Rights:
- http://rightsstatements.org/vocab/InC-EDU/1.0/