School Leaders’ Use of Emotional Literacy to Manage Transition
This paper explores the strategies leaders used to understand and manage the emotions engendered by the paradoxical expectations experienced while constructing leadership in new settings.
||School Leadership, Educational Change, Emotional literacy, Leadership Transition.
International Journal of Learning, Volume 12, Issue 4, pp.91-100.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 883.916KB).
Judy Peters began her career as a primary teacher in government schools. She also worked as a facilitator and project officer in a number of state-wide curriculum and development projects. Since 1990 she has been a Lecturer in Education at the Magill Campus of the University of South Australia. She teaches undergraduate and graduate courses with particular foci on students teachers' work in schools, reflective practice and action research. She has recently completed her PhD which investigated The Complexity of School University Partnerships for Professional Development. Other current research interests include: leadership for educational change and learning cultures that support constructivist approaches to teaching and learning. She has been involved in a number of teacher development projects aimed at school reform, including the Learning to Learn Project, the School-based Research and Reform Project, the National Middle Schooling Authentic Assessment Project and the Innovative Links Project
Rosie Le Cornu is a teacher educator and Coordinator of the Professional Development and Practicum Research Group. Her research interests include the practicum, pedagogy, teacher development and school reform.
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