| Abstract [eng] |
In today's educational institution, proper teacher leadership is crucial. Emotional leadership is essential to an effective school and a successful teacher. Emotional intelligence and leadership are said to be two key elements of teacher competence and capability (Mirón et al., 2019). Teacher Emotional Leadership contributes to student success and academic achievement (Colomeischi & Colomeischi, 2014; Coombe et al., 2020; Singh & Ryhal, 2023); to higher quality instructional practice (Awwad, 2022; Moskowitz & Dewaele, 2020); to classroom management (Awwad, 2022; Valente et al, 2019; Valente & Lourenço, 2020); to reducing teacher burnout (Kant & Shanker, 2021; Li et al., 2023); and to improving teachers' psychological well-being and job satisfaction (Colomeischi & Colomeischi, 2014; Kamboj & Garg, 2021). Therefore, emotional intelligence competencies must form a part of teacher preparation programmes and should be continuously developed by teachers (Colomeischi & Colomeischi, 2014; Coombe, Bouslama, Hiasat, Medina, & Manser, 2020; Corcoran & O'Flaherty, 2022; Valente & Lourenço, 2020). However, there is a lack of data and no overall model that demonstrates what specific qualities, traits or principles should be reflected in a teacher's expression of emotional leadership. Therefore, the subject of this study is the attitudes of different education stakeholders towards Teacher Emotional Leadership. The aim of the study is to determine the Teacher Emotional Leadership from the attitudes of different education stakeholders. The objectives of the research are: 1) to reveal the criteria of Teacher Emotional Leadership in the context of education; 2) to identify the criteria of Teacher Emotional Leadership; 3) to discuss the attitudes of different education stakeholders towards teacher's expression of emotional leadership. The methods of data collection used in the project are literature analysis, written survey, semi-structured interview and focus group discussion. The empirical study uses the following data processing methods: mathematical and descriptive statistical methods and qualitative content analysis. The literature review has defined Teacher Emotional Leadership as a teacher leadership style in an educational institution where the teacher understands and manages his/her own emotions, as well as those of his/her students, and consciously controls the emotional aspects of his/her work in order to have a purposeful impact on students. Based on the emotional intelligence domains identified by Goleman et al. (2007) and the emotional intelligence competencies of the “Consortium for Research on Emotional Intelligence in Organizations” a framework of criteria, traits and indicators of Teacher Emotional Leadership has been developed, which consists of four main components: self-awareness, self-regulation, social awareness and social skills. In the course of the empirical research, the profile of emotional leadership expression of an average teacher in a progymnasium was determined. The results show a significant gap between the emotional leadership expressions of different teachers in the school. The comparison of the attitudes of the different education stakeholders revealed the strengths of the Teacher Emotional Leadership development in the progymnasium, but also the challenges. The results demonstrate a gap between the younger and older generation of teachers in the context of emotional leadership. The project consists of the following main parts: introduction, which explains the relevance and novelty of the research, presents the object, aim and objectives of the research; theoretical part, which analyses the scientific literature on the topic of Teacher Emotional Leadership and reveals the teacher's criteria for emotional leadership; methodology part, which explains the organisation, process and methodology of conducting the research; empirical part, where the results of a mixed-methods research and a discussion are presented; conclusions and recommendations. |
