Leading with Teacher Emotions: Summary, Analysis, & Implications

This essay summarizes Kenneth Leithwood and Brenda Beatty's work on leading with teacher emotions in mind, highlighting the crucial role of teachers and the school environment in student development. It addresses the problem of neglecting teacher concerns regarding working conditions and the misconception that teachers alone are responsible for student performance. The essay explores solutions centered on respecting teacher emotions and recognizing the impact of the school environment and culture. It discusses various activities carried out by teachers, factors influencing job satisfaction, and the role of school leaders in fostering a positive work environment. The essay also references a survey revealing reasons for job dissatisfaction among teachers, emphasizing the importance of both teacher well-being and supportive environmental factors for effective school functioning. Ultimately, the essay advocates for recognizing teacher leadership qualities and creating a school environment that responds to teacher emotions to improve teacher retention, institutional effectiveness, and student achievement. Desklib provides access to more essays and study resources for students.

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
Leading with teacher emotions in mind and fisher
Name of the Student
Name of the University
Author’s Note

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
Table of Contents
Problem......................................................................................................................................3
Solution......................................................................................................................................4
Activities carried out by a teacher..............................................................................................4
Teacher’s classroom practices or performance......................................................................4
Teachers participation in the profession................................................................................4
Student learning.....................................................................................................................4
Performance and practices of teachers in classroom..............................................................5
Teachers job satisfaction............................................................................................................5
Role of school leaders in Job-Satisfaction.................................................................................5
The reason behind job dissatisfaction- Survey...........................................................................5
References..................................................................................................................................7

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
The author Kenneth Leithwood and Brenda Beatty, in their paper leading with
Teachers Emotions in mind, discuss the importance of Teachers in grooming the future of
students and the importance of the school environment. The article intends to express how
teachers guide relies upon their motivational factors, capabilities and the prevailing
conditions under which they operate. If the current conditions are not supportive enough,
teachers tend to fail to give their best. As such, if the students do not have a proper classroom
with motivational environment their performance cease to decline. Besides the author entails
that the teacher is not the only body which is solely responsible for the student's performance.
Problem
Teachers face issue regarding the working environmental factors. The senior
authorities neglect the teacher complaints regarding the working condition and consider it as
excuses. Reformers overlook the problems of the school environment and claim that teachers
are only required to work hard and improve their skills to deliver guideline effectively. It’s
an allegation that teachers need to focus on skills and develop more knowledge rather than
focusing on the school environment. The fact that the innovation, classroom changes and
implementation of new equipment’s is required are ignored. All the burden shifts to
teachers for the poor performance of the students as well as school. The most proportion
of the student is struggling to learn the instructions. Almost no implementation of IT services
in school. District staff who make demands on a frequent basis upon the principal and teams
through memos and e-mails but have never been seen in the school premises or nearby to
school. Level of expectation from parents regarding school and teachers also differs when
end output is evaluated. An external based testing system was carried out, whose result after
interpretation claims that teachers are the only one responsible for students. The root cause of
such circumstance is considered to be because of a massive failure of leadership at different

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
levels of the organisation. Whereas, at some point of time teachers are responsible too
because of mismanagement, ignoring leadership qualities (Palmer et al., 2017).
Solution
Based on a groundbreaking study of Leading teachers emotions in mind, it is observed that
teacher emotion to be respected and to be given importance rather than addressing it as a
distraction or excuse. The only reason for ineffective school reform is not the teacher ability
problem. It is because of the work environment and culture of the school. Teaching is
referred to as emotional labor force. Emotions guide thinking in a manner that allows us to
respond sensibly under uncertainty. It is very hard for a teacher to act on emotions rather than
the teaching profession. Moreover, it is observed that many of the causes of teacher emotions
include personal traits, such as teachers, the focus of control and a demographic characteristic
such as teachers education, age, work-experience (Lambersky et al., 2016).
Activities carried out by a teacher
Teacher’s classroom practices or performance- This involves
everything a teacher undertakes in a classroom environment for managing the activities of
students — activities such as the establishment of routines, decisions on situations, phrasing
the physical space.
Teachers participation in the profession- This refers to the intention of
the teacher, actions and decisions. Teachers play a major role in making the students enhance
in their work. Moreover, a student should be always aware of the guideline provided by the
teacher.

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
Student learning- It takes place with the attitude of the student towards school and
their learnings. More the positive surrounding of a school environment more will the focus
from the student side.
Performance and practices of teachers in classroom- This is
concerned with the activities being exercised by the teacher; a teacher may interact with the
staff, students, senior authority at a very initial phase, during planning for the improvement of
the school (Cefai et al., 2014).
Teachers job satisfaction
Teacher’s job satisfaction refers to the pleasurable and positive state of mind. When the
student understands the voice and perspective of the teacher, it is a score for a teacher, but
something more is required apart from satisfaction. Challenges are to be evaluated by the
teachers regarding the problems that the students are facing and the personal efforts
associated in implementing a secret plan to tackle those situations (Ghenghesh et al., 2014).
Role of school leaders in Job-Satisfaction
School leaders, addressed as teachers seem to be inefficient in production when asked to
perform only regarding upon contact basis or as per the teacher is paid for. This barrier
eliminates the presence of any creativity present therein teacher (Eliophotou-Menon et al.,
2016).
The reason behind job dissatisfaction- Survey
A survey was conducted with the composition of US teachers and found that the primary
reason why the teacher leave the profession is that of job dissatisfaction. The other reason
was poor salary structure, lack of motivation among the employees, personal issues, school
staff action, lack of administrative support, less participation of community support, the

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
working environment is not safe, discipline problem among teacher and student, retirement or
alternative employment opportunity (Skaalvik et al., 2015).
Teachers are responsible for the students, but at the same time, environmental factors are
responsible too. The emotional well being of teacher can directly hamper the classroom
performance as well as environmental factors like proper IT setup, audio-visual instruments;
proper sanitation is also a major reason behind the successful operation of the school
activities. Teacher possess leadership qualities and need to be recognised. This research is
based on teacher, which helps administrator to create an environment for a school that
responds to teacher emotions and result in higher teacher retention, institutional effectiveness,
and student objectives achievement.
Lastly, the paper concludes that both the teachers and the internal, as well as external
factors, are essential for the smooth functioning of the school activities. A single body
teacher cannot be addressed as a single trait. Apart from that, the opportunity should be avail
to the teacher to work according to his/her manner this gives a better idea to the school
authorities to understand the qualities of a teacher. Likewise, staffs and senior authorities of
the school should focus on school infrastructure which motivates the learning interest of a
student.

Running head: LEADING WITH TEACHER EMOTIONS IN MIND AND FISHER
References
Aguenza, B. B., & Som, A. P. M. (2018). Motivational factors of employee retention and
engagement in organizations. IJAME.
Cefai, C., & Cavioni, V. (2014). From neurasthenia to eudaimonia: Teachers’ well-being and
resilience. In Social and emotional education in primary school (pp. 133-148).
Springer, New York, NY.
Eliophotou-Menon, M., & Ioannou, A. (2016). THE LINK BETWEEN
TRANSFORMATIONAL LEADERSHIP AND TEACHERS'JOB SATISFACTION,
COMMITMENT, MOTIVATION TO LEARN, AND TRUST IN THE LEADER.
Academy of Educational Leadership Journal, 20(3), 12.
Ghenghesh, P. (2016). Job Satisfaction and Motivation-What Makes Teache
Lambersky, J. (2016). Understanding the human side of school leadership: Principals’ impact
on teachers’ morale, self-efficacy, stress, and commitment. Leadership and Policy in
Schools, 15(4), 379-405.
Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link
between classroom teacher burnout and morning cortisol in elementary school
students. Social Science & Medicine, 159, 30-37.
Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life.
John Wiley & Sons.
Skaalvik, E. M., & Skaalvik, S. (2015). Job satisfaction, stress and coping strategies in the
teaching profession—What do teachers say?. International Education Studies, 8(3),
181.