A Deeper Insight on School Principals' Emotion Management: Perspectives of Principals, Vice Principals and Teachers
Abstract
Due to the multifaceted nature of their responsibilities, school principals constantly engage with various stakeholders within the educational environment, including teachers, students, parents, and administrative staff. This continuous interaction requires them not only to make effective managerial decisions but also to navigate a wide range of emotions. Recognizing and regulating these emotions is crucial for maintaining a productive school climate. The purpose of this qualitative study was to explore the perceptions of teachers, vice principals, and school principals regarding principals' emotional experiences and their strategies for managing those emotions. The study employed a basic qualitative research design and included data collected from seven school principals, four vice principals, and twelve teachers across seven schools. Participants’ perspectives were analysed under three main themes: (1) the types and sources of emotions experienced by school principals, (2) the techniques used in managing these emotions, and (3) how principals serve as emotional role models or sources of inspiration for others in the school. Findings revealed that school principals often experience a variety of intense emotions due to the pressures of their role. They tended to suppress their emotions and commonly used a “cooling” strategy to manage them. Interestingly, principals were more capable of identifying and articulating their emotional states than other participants. These results were interpreted in light of Social Exchange Theory and the cultural characteristics of Türkiye’s centralised and hierarchical education system, which may influence both emotional expression and leadership dynamics.
Keywords
emotion, emotion management, school principal, social exchange theory
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