She also brings a rich source of empirical evidence to illuminate, exemplify and reinforce the theoretical points made. The voices of teachers, students and leaders in this book illustrate boldly, clearly and in some cases painfully what happens if the emotional dimension of leadership is ignored or just profoundly inadequate. Listening to these voices it is impossible to discount the human side of leadership or to dismiss the important emotional work that all leaders have to do.
The author's main argument is that leaders can only be effective if they recognise, develop and actively acknowledge their own emotional well being. The emotional health of the school leader, she argues, is powerfully linked to the emotional health of teachers and young people.
The book gives many powerful examples of the significant impact of appropriate attention and care upon individual self esteem and self worth. It also shows how emotional wounding and hurt, on the part of those leading, can be detrimental and damaging to those they work with. In this book Belinda Harris addresses two main questions: These questions are addressed skilfully, empirically and respectfully.
But let's be clear, this is not yet another book about emotional intelligence or developing the emotionally intelligent school. In the view of the author and many other contemporary writers in the field the idea of emotional intelligence not only offers a rather restricted analysis of the emotional dimensions of leadership but also falls into the trap of offering sets of conditions, strategies and approaches for all leaders in all contexts.
In contrast this book is very careful not to offer prescription, checklists or guides to becoming a more emotionally able leader. In fact the reverse is true. Through its careful crafting of theory, practice and data the book explores emotional awareness and care in all its complexity, never suggesting that the processes involved are either straightforward or easily learned. It allows leaders to connect with the ideas, evidence and activities in their own way, emphasising that emotional literacy is a personal journey. In this book a range of concepts are explored including emotional awareness, self care, reflection and engagement.
Leaders at all [Page xi] levels will be able to relate to the range of emotional challenges presented. Many of the chapters allow us to witness and engage with the emotional dilemmas and tensions faced in everyday school settings. They take us out of our comfort zone and make us reflect upon our own leadership practice. They hold up the mirror and show us that the real work of leaders in schools is primarily emotional labour.
This book is unlikely to generate indifference. There will be those who will react adversely to the idea that leadership needs to have any emotional component at all. There will be those who will not engage with the ideas because they are too threatened or too uncomfortable.
There will be those who will see this work as long overdue and an important strand in the empirical work on leadership in schools, as I do. One thing is certain: This book is a significant step forward in thinking about leadership practice. It provides an alternative lens on what leadership is and what leadership does. It does so with humanity, authenticity, understanding and respect for those who lead in our schools. When I first thought about this book my primary intention was to raise awareness of the emotional dimensions of school leadership and leadership practice.
My central aim was to offer leaders at all levels in schools some of my understandings and insights into the emotional work of school life. This is not easy territory. The basic premise of this book is that leadership is primarily concerned with relationships in schools.
These are messy, complex, frustrating but ultimately rewarding when they are nurtured and developed.
My central treatise in this book is that emotional experience lies at the heart of school leadership and that the most effective leaders work at this level principally intuitively and fundamentally. It is very clear and probably self evident, that school leaders, teachers and pupils are all in powerful relationships within the school and therefore to one another.
Whether we acknowledge it or not, there is a high degree of interconnectedness and interdependence.
Supporting the Emotional Work of School Leaders (Leading Teachers, Leading Schools Series) [Belinda Harris] on linawycatuzy.gq *FREE* shipping on qualifying . Editorial Reviews. Review. 'This practical book is written for both potential and practising Buy Supporting the Emotional Work of School Leaders (Leading Teachers, Leading Schools Series): Read Supporting the Emotional Work of School Leaders (Leading Teachers, Leading Schools Series) 1st Edition, Kindle Edition.
The important thing to remember is that leaders can choose to build a trusting climate where these relationships can work most positively at classroom and school level or they can undermine or even destroy them. My question to you is how do you as a leader create the conditions for relationship building and trust within your classroom, subject area or school? The ways in which leaders evoke and respond to emotions are of paramount importance.
If you are angry, they are angry. If you are pessimistic, they will be pessimistic. But if you are enthusiastic, positive and upbeat, their emotional response will be influenced by yours. On a daily basis you model the leadership you expect and get. You shape the expectations, frustrations and ambitions of others. School leaders have a significant role to play in modelling relationships based on human caring and respect and in facilitating personal, as well as academic development.
Motivation and Personality 2nd ed. I realise that a lot of what Belinda writes about is probably still beyond the consciousness of many school leaders. These questions are addressed skilfully, empirically and respectfully. The book gives many powerful examples of the significant impact of appropriate attention and care upon individual self esteem and self worth. State University of New York Press. Centre for Research in Equity and Diversity Education. Educators struggle to meet the dual demands of a punishing performativity- and accountability-driven regime alongside the personal, social, emotional and learning needs of their pupils, especially those whose challenging behaviour reflects an
So what leadership do you model in your role? This book is about human relationships. It is intrinsically about what leadership is, what leaders do. You as a leader can choose everyday [Page ] to dismiss someone or recognise them.
You can only do this because you are in a relationship with the people you lead, whether you like them or not. Your emotional responses make a difference. If we are serious about improvement and change in our schools then leaders are an important, if not the most important, lever to secure improvement and change. Leadership and leaders make a difference for good or ill. If we want to generate the forms of leadership more suited to the 21st century we must pay attention to the emotional dimension of leadership. The old managerialist models of leadership are no longer suited to an age that is fast paced, technologically driven and globally focused.
We are using theories and models of leadership that simply do not suit the contemporary educational landscape. We need a human side to leadership and leaders who can engage authentically, both emotionally and intellectually. We need leaders who fundamentally realise the need to engage, interact and connect with others and ultimately to recognise the common, frail and ultimately vulnerable humanity that we all share:.
If they find working with us stimulating and challenging and they feel valued and they respect us and want to work for us and with us then they are more likely to want to become leaders themselves and to have the skills to be good in the role. CQ Press Your definitive resource for politics, policy and people. Back Institutional Login Please choose from an option shown below. Need help logging in?
Email Please log in from an authenticated institution or log into your member profile to access the email feature. Leading in an Emotionally Challenging Context Chapter 3: Developing Emotional Awareness Chapter 5: Understanding Personal Process Chapter 6: Wounding Self and Others Chapter 7: A Process Approach Chapter 8: Caring for Self and Others Chapter 9: In Trauma and in Health.
Other Books in the Series: Alma Harris Series Editor. In this book I have argued that: Educational change places high demands for personal change. New ways of leading are needed that acknowledge leadership as primarily an emotional and not a rational activity. A new model of leadership is needed that addresses the emotional awareness and congruence of leaders much more closely.
Effective leaders pay attention to their inner growth and recognise that they must fully develop themselves as human beings if they are to develop as leaders. Leaders are attuned to their own feelings and able to emotionally attune to others. Learning about leadership will require developing awareness of one's vulnerabilities, one's capacity to wound and how one's own behaviour might affect the emotional experience of others. Leadership is essentially about leadership practices not leadership tasks.
Developing understanding of interpersonal processes is fundamental if leaders are to foster emotional awareness and literacy in others and engage community members in the co-creative process of learning and school improvement. Leadership is a social, moral and ethical process which is fundamentally about raising individual self esteem and collective responseability, and facilitating leadership development at all levels. Leaders recognise that every member of the school community feels vulnerable at times and that this emotional fragility can be expressed in ways that isolate and distance the individual from others and hence from potential sources of care and support.
Leaders therefore create a climate in which emotions can be safely discharged without fear of escalation, humiliation or abandonment. Leaders recognise the primacy of secure attachment relationships for well being, resilience and learning, particularly for those who have been traumatised and emotionally frozen, whether by an absence of love, by neglect, emotional abuse or physical violence. They recognise that positive emotions lead to positive cognitions, positive behaviours and increased learning capability which in turn fuel positive emotions and so on.
We need leaders who fundamentally realise the need to engage, interact and connect with others and ultimately to recognise the common, frail and ultimately vulnerable humanity that we all share: Basic considerations for a psychology of personality. Human Resource Development Press. Bar-On and Parker , J. Shepherd eds , Gestalt Therapy Now.
National College for School Leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals.
This applies even more to the world of higher education in which the rhetoric if not the reality of rationality prevails as the dominant form of scholarly discourse. Yet, there is a growing wave of psychological, social and neuro-scientiic research which reveals the important part played by emotional intelligence Goleman, , emotional understanding Denzin, , emotional literacy Harris, and emotions Damasio, in decision making. Indeed, we now have a theory of positive emotions Fredrickson, which suggests that those who experience these, over time are able to build and sustain resilience.
The new lives of teachers: These authors emphasise the collaborative, dialectical and systemic aspects of a counselling process involving and " targeting " teachers, which should be preferred to medicalised approaches of " experts ".
Teaching is considered a highly social and emotional profession Hargreaves ;Sutton and Wheatley Emotional intrapersonal, interpersonal and intergroup aspects of school life interact in complex ways and underpin every facet of teachers' work Harris Teachers feel strongly about different aspects of school life Nias and as compared with other professions, emotions both positive and negative manifest themselves more frequently and at higher intensity among teachers Back Developing emotional intelligence competence among teachers.
Jul Teach Dev. However, a recommendation for school leaders to use a method for processing emotion in leadership applied to routine daily decision making is an innovative contribution of our case. A Teaching Case Study. By contrast, a willingness and capacity to experience emotions, as opposed to disavowing or repressing them, can be healing Harris Motivation is that which provides the momentum for teachers to motivate their learners and activate the emotions of love, preservation, recognition, self-expression and freedom.
Counsellor educators need to ensure that all trainee counsellors of children and young people develop an in-depth understanding of policy issues affecting schools. They also need some understanding of school counselling as a form of change agentry to facilitate social and emotional growth processes Harris, ; Harris, Furthermore, counsellors without teacher training may need opportunities to develop the group work, facilitation skills and confidence required to work with groups of teachers and students Hall et al.
School counsellors' reflections on their professional identity in an era of education reform. Sep Counsell Psychother Res J. By reclaiming relationships as the 'organising principle' of schools, it is argued that leaders and teachers will find ways of befriending 2 the monster and engaging their combined energy and passion for more constructive activities.
Gestalt theories of individual and organisational development therefore underpin and inform the three stage model proposed. The context The UK government's reforms of the education system have involved a 'one size fits all' approach, which discounts not only the influence of local social and economic conditions on schools but also the experience and expertise of the teachers and leaders charged with implementing change at the chalk face A.
There is a perception amongst teachers I have worked with that the government is not listening to or caring for teachers and leaders affected by change Harris, Harris, , and this is supported by Kelchtermans' research, which links the imposition of policy reforms with a greater sense of vulnerability amongst teachers. Instead, students need spaces and opportunities to discuss their experience of school and to be heard. Photographic or drama projects, for example, can be used to produce a collage or a performance, which enables young people to communicate their truth to teachers Harris, so that a dialogue can take place based on working together for change.
The key change, however, has to be in how each one views the other and how much they can begin to trust one another.