Defending emotions is neither banal nor senselessness. It is not falling into sentimentality (Camps, 2011, p. 33) would say. Emotions take shape within human actions and imply leadership, not just in a purely mechanistic sense, but in the sense set out by Sartre (1973), dealing with the way the individual understands emotions and the role they play in their consciousness; not as facts, but as the essence of human beings' consciousness. This author contends that it is necessary to analyse school leadership in terms of reason and emotions, to understand the meaning of actions and decision making within an organizational framework. School management, however, cannot be solely understood from a technical perspective. The social, cultural, and ethical dimensions that concern the vulnerable, subjective, ever-changing and unpredictable components of action, such as motivations, interests, impulses and emotions should also be considered. This is where school management acquires value and meaning. There are several questions this article considers. First, the author will examine the role of emotions in action together with reason. Then, she will analyse managerial competences. Finally, she will present an ethics for school management, beyond the domain of any particular competences.