Supporting the Emotional Work of School LeadersSAGE, 2007 M06 5 - 208 pages This practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals. |
Contents
| 1 | |
Chapter 2 | 15 |
Chapter 3 | 31 |
Chapter 4 | 47 |
Chapter 5 | 69 |
Chapter 6 | 85 |
Chapter 7 | 109 |
Chapter 8 | 131 |
Chapter 9 | 153 |
Postscript | 171 |
| 175 | |
| 191 | |
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Common terms and phrases
a-ha able accept activity adults Affluenza Anna’s anxiety authentic behaviour brain capacity Carl Rogers Catherine Catherine’s challenging child Children Act 2004 children and young Chris Chris’s classroom climate colleagues create creative culture developing awareness distress effective emotional competence emotional intelligence emotionally engage example Exercise experienced fear feel focus Glynn Harris head teacher highlights human I–It impact important individual’s individuals Introjection involved leaders and teachers learning Lisa’s manage mental health model of leadership moral negative Ofsted one’s organisational parasympathetic nervous system parents Perls positive Primary National Strategy problems professional projects psychotherapy recognise reflect relationships relax responsibility Retroflection rience role school community school improvement school leaders school leadership Scott Peck self-harm sense share social sustain SWOT analysis teacher leaders teachers and leaders teaching things tion tional trauma trust understanding values vulnerable whilst wounding