Mostrar el registro sencillo del ítem
| dc.contributor | Castro Jara, Gabriela Arlete | ||
| dc.contributor | Montecinos Sanhueza, Carmen Lucía | ||
| dc.creator | Zoro Sutton, Bárbara Andrea | ||
| Fecha Ingreso | dc.date.accessioned | 2021-10-14T12:20:25Z | |
| Fecha Disponible | dc.date.available | 2021-10-14T12:20:25Z | |
| Fecha en Repositorio | dc.date.issued | 2021-10-14 | |
| Resumen | dc.description | <p>Emotions are powerful forces in principals’ professional lives. In the current article we examine the emotional experiences reported by 12 novice principals in their first year on the job. Principals were interviewed at the beginning and at the end of the school year. Interview transcripts were subjected to content analysis using the taxonomy of emotions proposed in the SPAARS model -Power and Dalgleish, 1999-, Beatty´s -2002- Emotional Epistemological Framework and dimension of principals’ work proposed in Chile´s School Leadership Framework (Ministry of Education, 2015). Among the 12 participating principals, in nine the epistemological approach changed through out time; 3 principals descended to lower epistemological stances, 3 maintained their epistemological stance; and 6 ascended to a relativist and resilient emotional knowing epistemology. We focused our analysis on the two extreme groups. Overall, developing the school community and participation among various school actors is the most emotionally charged dimension of the leadership framework in both interviews. The descending group reported experiencing predominantly fear and anxiety related to issues of developing the school community and participation dimension of the leadership framework, focusing almost exclusively on issues of conflict resolution on both interviews. In contrast, ascending principals experienced an array of emotions with happiness predominating in the first and second interviews. By the end of the school year, their work focused mainly on building trusting relationships and community development. These findings show the importance of addressing emotional meaning making in principal preparation and induction programs</p> | |
| Resumen | dc.description | last modification | |
| Resumen | dc.description | Licenciado en Psicología | |
| Resumen | dc.description | Psicólogotítulo | |
| Resumen | dc.description | PSICOLOGIA | |
| Resumen | dc.description | <p>Emotions are powerful forces in principals’ professional lives. In the current article we examine the emotional experiences reported by 12 novice principals in their first year on the job. Principals were interviewed at the beginning and at the end of the school year. Interview transcripts were subjected to content analysis using the taxonomy of emotions proposed in the SPAARS model -Power and Dalgleish, 1999-, Beatty´s -2002- Emotional Epistemological Framework and dimension of principals’ work proposed in Chile´s School Leadership Framework (Ministry of Education, 2015). Among the 12 participating principals, in nine the epistemological approach changed through out time; 3 principals descended to lower epistemological stances, 3 maintained their epistemological stance; and 6 ascended to a relativist and resilient emotional knowing epistemology. We focused our analysis on the two extreme groups. Overall, developing the school community and participation among various school actors is the most emotionally charged dimension of the leadership framework in both interviews. The descending group reported experiencing predominantly fear and anxiety related to issues of developing the school community and participation dimension of the leadership framework, focusing almost exclusively on issues of conflict resolution on both interviews. In contrast, ascending principals experienced an array of emotions with happiness predominating in the first and second interviews. By the end of the school year, their work focused mainly on building trusting relationships and community development. These findings show the importance of addressing emotional meaning making in principal preparation and induction programs</p> | |
| Formato | dc.format | ||
| Lenguaje | dc.language | eng | |
| dc.rights | autorizado despues 1 año | ||
| dc.source | http://opac.pucv.cl/pucv_txt/txt-9000/UCD9498_01.pdf | ||
| Materia | dc.subject | Liderazgo | |
| Materia | dc.subject | DIRECTORES DE ESCUELAS | |
| Materia | dc.subject | Calidad de la educación | |
| Title | dc.title | Emotional epistemologies of novice principals in Chile | |
| Tipo | dc.type | texto |
| Archivos | Tamaño | Formato | Ver |
|---|---|---|---|
|
No hay archivos asociados a este ítem. |
|||