The lucid loneliness of the gatekeeper: Exploring the emotional dimension in principals' work lives

Oxford Review of Education

Volumn 37, Issue 1, 2011, Pages 93-108

  Kelchtermans, Geert ^a   Piot, Liesbeth ^a   Ballet, Katrijn ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79951827361     PISSN: 03054985     EISSN: 14653915     Source Type: Journal    
DOI: 10.1080/03054985.2010.545192     Document Type: Article

References (72)

1. Achinstein, B. (2002) Conflict amid community: the micropolitics of teacher collaboration, Teachers College Record, 104, 421-455.
2. Ackerman, R.H. & Maslin-Ostrowski, P. (2004) The wounded leader and emotional learning in the schoolhouse, School Leadership & Management, 24, 311-328.
3. Ball, S.J. (1987) The micropolitics of the school: towards a theory of school organization (London, Methuen).
4. Ball, S. (2003) The teacher's soul and the terrors of performativity, Journal of Education Policy, 18, 215-228.
5. Ballet, K. & Kelchtermans, G. (2008) Workload and willingness to change. Disentangling the experience of intensified working conditions, Journal of Curriculum Studies, 40, 47-67.
6. Ballet, K. & Kelchtermans, G. (2009) Struggling with workload. Primary teachers' experience of intensification, Teaching and Teacher Education, 25, 1150-1157.
7. Ballet, K., Vandenberghe, R., Kelchtermans, G. & Verbiest, E. (2000) Evaluation of a training program for primary school principals. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans.
8. Bates, R. (2009) The political economy of the emotions, in: E.A. Samier & M. Schmidt (Eds) Emotional dimensions of educational administration and leadership (London, Routledge), 160-173.
9. Beatty, B.R. (2000) The emotions of educational leadership: breaking the silence, International Journal of Leadership in Education, 3, 331-357.
10. Beatty, B.R. & Brew, C.R. (2004) Trusting relationships and emotional epistemologies: a foundational leadership issue, School Leadership & Management, 24, 329-356.
11. Blackmore, J. (2004) Leading as emotional management work in high risk times: the counterintuitive impulses of performativity and passion, School Leadership & Management, 24, 439-459.
12. Blackmore, J. (2009) Measures of hope and despair. Emotionality, politics, and education, in: E.A. Samier & M. Schmidt (Eds) Emotional Dimensions of Educational Administration and Leadership (London, Routledge), 109-124.
13. Blase, J. (1991) The politics of life in schools: power, conflict and cooperation (Beverly Hills, Sage).
14. Blase, J. & Anderson, G.L. (1995) The micropolitics of educational leadership: from control to empowerment (London, Cassell).
15. Blumer, H. (1969) Symbolic interactionism: perspective and method (Englewood Cliffs, Prentice Hall).
16. Bottery, M. (2003) The leadership of learning communities in a culture of unhappiness, School Leadership & Management, 23, 187-207.
17. Clement, M. & Vandenberghe, R. (2000) Teachers' professional development: a solitary or a collegial (ad)venture? Teaching and Teacher Education, 16, 81-101.
18. Copland, M.A. (2003) Leadership of inquiry: building and sustaining capacity for school improvement, Educational Evaluation and Policy Analysis, 25, 375-395.
19. Crawford, M. (2005) Editorial. Distributed leadership and headship: a paradoxical relationship? School Leadership and Management, 25, 213-215.
20. Crawford, M. (2007) Emotional coherence in primary school headship, Educational Management Leadership and Administration, 35, 521-534.
21. Crawford, M. (2009a) The leader and the team. Emotional context in educational leadership, in: E.A. Samier & M. Schmidt (Eds) Emotional dimensions of educational administration and leadership (London, Routledge), 186-197.
22. Crawford, M. (2009b) Getting to the heart of leadership. Emotion and educational leadership (Los Angeles, Sage).
23. Devos, G. & Tuytens, M. (2006) Improving school leadership-OECD review. Background report for Flanders (OECD Directorate for Education / University of Ghent Department of Educational Studies).
24. Glaser, B. & Strauss, A. (1967) The discovery of grounded theory (Chicago, Aldine).
25. st century (Chicago, University of Chicago Press), 1-19.
26. Gronn, P. (2000) Distributed properties: a new architecture for leadership, Educational Management, Administration and Leadership, 28, 317-338.
27. Gronn, P. (2002) Distributed leadership as a unit of analysis, The Leadership Quarterly, 13, 423-451.
28. Gronn, P. (2003) The new work of educational leaders. Changing leadership practice in an era of school reform (London, Paul Shapman).
29. Gronn, P. (2009) Emotional engagement with leadership, in: E.A. Samier & M. Schmidt (Eds) Emotional Dimensions of Educational Administration and Leadership (London, Routledge), 198-211.
30. Gronn, P. & Lacey, K. (2004) Positioning oneself for leadership: feelings of vulnerability among aspirant school principals, School Leadership & Management, 24, 405-424.
31. Hargreaves, A. (1995) Development and desire. A postmodern perspective, in: T.R. Gúskey & A.M. Huberman (Eds) Professional development in education. New paradigms and practices (New York, Teachers College Press), 9-34.
32. Harris, A. (2003) Teacher leadership as distributed leadership: heresy, fantasy or possibility? School Leadership and Management, 23, 313-324.
33. Harris, A. & Spillane, J. (2008) Distributed leadership through the looking glass, Management in Education, 22(1), 31-34.
34. Honig, M. I. & Hatch, T. C. (2004) Crafting coherence: how schools strategically manage multiple, external demands, Educational Researcher, 33(8), 16-30.
35. Hopkins, D. (2001) School improvement for real (London, Routledge Falmer).
36. Howley, A., Andrianaivo, S. & Perry, J. (2005) The pain outweighs the gain: why teachers don't want to become principals, Teachers College Record, 107, 757-782.
37. James, C. & Vince, R. (2001) Developing the leadership capability of headteachers, Educational Management and Administration, 29, 307-317.
38. Janssen, V. & Kelchtermans, G. (2000) De loopbaanbeleving bij vrouwelijke directies in het basisonderwijs. Een narratief-biografisch onderzoek (Career experiences of female principals in primary schools. A narrative-biographical study), Paper presented at the annual Onderwijs Research- Dagen, Leiden.
39. Kelchtermans, G. (1993) Getting the story, understanding the lives. From career stories to teachers' professional development, Teaching and Teacher Education, 9, 443-456.
40. Kelchtermans, G. (1996) Teacher vulnerability. Understanding its moral and political roots, Cambridge Journal of Education, 26, 307-323.
41. Kelchtermans, G. (2005) Teachers' emotions in educational reforms: self-understanding, vulnerable commitment and micro-political literacy, Teaching and Teacher Education, 21, 995-1006.
42. Kelchtermans, G. (2006) Teacher collaboration and collegiality as workplace conditions. A review, Zeitschrift für Pädagogik, 52, 220-237.
43. Kelchtermans, G. (2007a) Macropolitics caught up in micropolitics. The case of the policy on quality control in Flanders, Journal of Education Policy, 22, 471-491.
44. Kelchtermans, G. (2007b) Professional commitment beyond contract. Teachers' self-understanding, vulnerability and reflection, in: J. Butcher & L. McDonald (Eds) Making a difference: challenges for teachers, teaching, and teacher education (Rotterdam, Sense), 35-53.
45. Kelchtermans, G. (2009a) Career stories as a gateway to understanding teacher development, in: S. Rolls, H. Plauborg, M. Bayer & U. Brinkkjaer (Eds) Teachers' career trajectories and work lives (Dordrecht, Springer), 29-47.
46. Kelchtermans, G. (2009b) Who I am in how I teach is the message. Self-understanding, vulnerability and reflection, Teachers and Teaching: Theory and Practice, 15, 257-272.
47. Kelchtermans, G. & Ballet, K. (2002a) Micropolitical literacy: reconstructing a neglected dimension in teacher development, International Journal of Educational Research, 37, 755-767.
48. Kelchtermans, G. & Ballet, K. (2002b) The micropolitics of teacher induction. A narrativebiographical study on teacher socialisation, Teaching and Teacher Education, 18, 105-120.
49. Kelchtermans, G. & Ballet, K. (2006) The methodology of in-service training for professional and school development. A case study, Workshop presented at the European Practice Based and Practitioner Research Conference on Learning and Instruction, Leuven.
50. Kelchtermans, G., Ballet, K. & Piot, L. (2009) Surviving diversity in times of performativity: understanding teachers' emotional experience of change, in: P. Schutz & M. Zembylas (Eds) Advances in teacher emotion research: the impact on teachers' lives (Dordrecht, Springer), 215-232.
51. Kelchtermans, G., Janssen, V. & Vandenberghe, R. (2003) Structuurverandering of schoolontwikkeling. Over schaalvergroting in basisscholen (Structural change or school development. On merger processes in primary schools) (Mechelen, Wolters Plantyn).
52. Kvale, S. (1996) Inter-views. An introduction to qualitative research interviewing (Thousand Oaks, Sage).
53. Leithwood, K. (2001) School leadership in the context of accountability policies, International Journal of Leadership in Education, 4, 217-235.
54. Leithwood, K., Tomlinson, D. & Genge, M. (1996) Transformational leadership, in: K. Leithwood, J. Chapman, D. Corson, P. Hallinger & A. Hart (Eds) International handbook on educational leadership and administration (Dordrecht, Kluwer Academic), 785-840.
55. Loader, D. (1997) The inner principal (London, Falmer).
56. MacBeath, J. (2005) Leadership as distributed: a matter of practice, School Leadership and Management, 25, 349-366.
57. Miles, M.B. & Huberman, A.M. (1994) An expanded sourcebook. Qualitative data analysis (Thousand Oaks, Sage).
58. Muijs, D. & Harris, A. (2007) Teacher leadership in (In)action. Three case studies of contrasting schools, Educational Management, Administration and Leadership, 35, 111-134.
59. Nias, J. (1989) Primary teachers talking. A study of teaching as work (London, Routledge).
60. Nias, J. (1996) Thinking about feeling: the emotions in teaching, Cambridge Journal of Education, 26, 293-306.
61. Nias, J., Southworth, G. & Yeomans, R. (Eds) (1989), Staff relationships in the primary school: a study of organizational cultures (London, Cassell).
62. Piot, L., Kelchtermans, G. & Ballet, K. (2010) Beginning teachers' job experiences in multi-ethnic schools, Teachers and Teaching: Theory and Practice, 16, 259-276.
63. Samier, E.A. & Schmidt, M. (Eds) (2009) Emotional dimensions of educational administration and leadership (London, Routledge).
64. Schmidt, M. (2009) Accountability and the educational leader: where does fear fit in? In: E.A. Samier & M. Schmidt (Eds) Emotional dimensions of educational administration and leadership (London, Routledge), 145-159.
65. Schutz, P. & Zembylas, M. (Eds) (2009) Advances in teacher emotion research: the impact on teachers' lives (Dordrecht, Springer).
66. Smylie, M. & Brownlee-Conyers, J. (1992) Teacher leaders and their principals: exploring the development of new working relationships, Educational Administration Quarterly, 28, 150-184.
67. Smylie, M.A. & Perry, G.S. Jr. (1998) Restructuring schools for improving teaching, in: A. Hargreaves, A. Lieberman, M. Fullan & D. Hopkins (Eds) International handbook of educational change (Dordrecht, Kluwer Academic), 976-1005.
68. Solomon, R.C. (1998) Ethical leadership, emotions, and trust: beyond 'charisma', in: J.B. Ciulla (Ed.) Ethics, the heart of leadership (Westport, Praeger), 87-107.
69. Spillane, J.P. (2006) Distributed leadership (San Francisco, Jossey-Bass).
70. Spillane, J.P., Halverson, R. & Diamond, J.B. (2004) Towards a theory of leadership practice: a distributed perspective, Journal of Curriculum Studies, 36, 3-34.
71. Van Veen, K. & Lasky, S. (2005) Emotions as a lens to explore teacher identity and change: different theoretical approaches, Teaching and Teacher Education, 21, 895-898.
72. Wolcott, H.F. (1973) The man in the principal's office: an ethnography (New York, Holt, Rinehart & Winston).