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ERIC Number: ED521594
Record Type: Non-Journal
Publication Date: 2010
Pages: 189
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1242-3708-4
The Role of Emotion in Secondary School Leadership: A Qualitative Study
Yamamoto, Julie K.
ProQuest LLC, Ed.D. Dissertation, University of Idaho
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A