Emotion management and feelings in teaching and educational leadership : a cultural perspective / edited by Izhar Oplatka and Arar Khalid.

Includes bibliographical references and index.

Online resource; title from PDF title page (EBSCO, viewed May 22, 2019).

Cover; Title; Copyright; Contents; List of Tables and Figures; List of Contributors; Introduction; Overview of Sections and Chapters; References; Section I. Culture and Context in the Study of Emotion in Education; Chapter 1. A Call to Study Educator Emotion as a Contextualised Phenomenon; Abstract; The Research on Teacher Emotion; The Literature about Emotion in Educational Leadership; Ponderings about Emotion, Contexts and Schools; Individual versus collective orientation.; Affective versus affective-neutral relationships.; Ascription versus achievement.; Autocracy versus democracy.

Maintenance versus innovativeness. Challenging Ponderings; References; Chapter 2. Organising in Schools: It's All About Emotion; Abstract; Introduction; The Nature of Affects; The Different Forms of Affect; The Nature of Feelings and Moods; The Nature of Emotions; Emoting and the Affective Content of Social Actions; Social Defences; Personal and Organisational Routines; Regression; Covert Coalitions; Repression; Denial; Resistance; Splitting and Projection; The Importance of Social Defences in the Management of the Emotion Process

The Emotion Process and the Legitimacy of Schools as InstitutionsConcluding Comments; References; Section II. Educational Management and Emotion in Different Cultural Arenas; Chapter 3. Exploring Emotion Management Strategies of Junior High School Teachers in Shanghai, China; Abstract; Introduction; Literature Review; Teachers' Emotion Management and Professional Agency; Professional Agency Studies and Teacher Emotion; Characteristics of Shanghai Teachers' Work Settings and Professional Relationships with Others; Methods; A Mixed-methods Research Design; Survey Construct and Analysis

FindingsShanghai Teachers' Emotions and Emotion Management in Classroom Teaching; Shanghai Teachers' Emotions and Emotion Management in a Professional Learning Community; Momentary Emotion Management Versus Long-term Mood Regulation; Shanghai Teachers' Priority Work during the Interactions with Students, Parents, Colleagues and School Leaders; Shanghai Teachers' Choices of Emotion Management Strategies; Discussion and Conclusion; References; Chapter 4. A Female School Leader and Emotional Management: Coping in 'Special Measures' in a Secondary School in England; Abstract; Introduction

Review of LiteratureEmotional Intelligence and Leadership; Testing for Emotional Intelligence; Ofsted Inspections and Special Measures; Methodology; Findings; Current Environment: Life Events; Work Pressures and Satisfactions; Personal Pressures and Satisfactions; Literacy: Emotional Self-awareness; Emotional Self-expression; Emotional Awareness of Others; Competences: Intentionality; Creativity; Resilience; Interpersonal Connections; Constructive Discontent; Values and Beliefs: Compassion; Outlook; Intuition; Trust Radius; Personal Power; Integrity; Outcomes: General Health

This book highlights the connection between culture and emotion management in teaching and educational leadership and allows researchers from different parts of the world to demonstrate how national and local culture influence the way educational leaders and teachers express their feelings, display their emotion, or suppress emotion publically.

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