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Leading With Teacher Emotions in Mind
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Leading With Teacher Emotions in Mind

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December 2007 | 192 pages | Corwin
How teachers teach depends on their motivations, capacities, and the conditions under which they work. If the conditions in which they work are not supportive and caring, teachers have less incentive to teach at peak levels. As such, students who do not have supportive and caring classrooms have less incentive to perform and learn at levels at which they might be capable.

Based on a groundbreaking study of "soft conditions" (i.e. supportive relationships; school climate) and their effects on teachers' work, well-known author, Kenneth Leithwood, offers for school leaders a path toward building this important and often hidden infrastructure of quality teaching. School leaders will learn how to craft the conditions that support all their teachers so that teaching and learning, the work of schooling, can be conducted at maximum levels.

 
Acknowledgments
 
About the Authors
 
1. Teacher Emotions, School Reform, and Student Learning: A Leadership Perspective
 
2. Looking Forward to Work: Job Satisfaction and Morale
 
3. Wanting to Stay Home: Stress, Anxiety, and Burnout
 
4. Persisting Against All Odds: Individual and Collective Self-Efficacy
 
5. To Stay or Go? Organizational Commitment and Engagement
 
6. From Feeling to Acting: Teacher Motivation and Educational Reform
 
7. Leading With Teacher Emotions in Mind: Setting Directions and Developing People
 
8. Leading With Teacher Emotions in Mind: Redesigning the Organization and Managing the Instructional Program
 
9. Conclusion: Leader Emotions
 
References
 
Index

“Clears out the bureaucratic techniques of impersonal management and focuses the core of leadership on dealing with school change as a most human endeavor. When all is said and done, the quality of education revolves around the aspirations, commitments, and wellness of teachers giving their best.”

Carl Glickman, Scholar in Residence
The University of Georgia

"Placing principals squarely in the center of school culture and reform, the authors ask the oft-neglected question, 'What can leaders do about school culture and how teachers react to it?' Educators and policy makers alike will come away from this book with the revelation that leading with teachers' emotions in mind is the rational choice."

Pat Maslin-Ostrowski, Professor of Educational Leadership
Florida Atlantic University

"Aiming straight at the heart, the authors produce theoretical, empirical, and conceptual evidence to significantly recast leadership for the standards-based reform era. Focusing on teachers' and leaders' emotions alike, they provide a new set of leadership basics and demonstrate how leaders can develop a culture of care and connectedness and inspire rich and collaborative discourse among educators while improving student achievement."

Jo Blase, Professor of Educational Leadership
University of Georgia

"From job satisfaction and morale to stress, burnout, engagement, and commitment, this book develops a leadership approach that accounts for teacher emotions and strives for maximum achievement on all levels. Educator collections will find this an invaluable approach."

California Bookwatch, June 2008
Midwest Book Review

Fits well with course

Mrs Kathryn Stokell
Initial Teacher Training, Liverpool John Moores University
July 15, 2019

Excellent book provides supporting information to students

Mr Phillip Bowen
Northampton Business School, Northampton Univ.
June 23, 2014

Subject rarely explored. It was refreshing to have another take on the importance of educator emotions. Thanks

Ms Yvette Summers
Institute of Education and Public Services, Gloucestershire University
May 31, 2012

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