Principals' Emotional Identity -- The Swedish Case

Autor/inn/en	Nordholm, Daniel; Arnqvist, Anders; Nihlfors, Elisabet
Titel	Principals' Emotional Identity -- The Swedish Case
Quelle	In: School Leadership & Management, 40 (2020) 4, S.335-351 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2020.1716326
Schlagwörter	Foreign Countries; Principals; Professional Identity; Emotional Response; Gender Differences; Age Differences; Environmental Influences; Governance; Administrator Responsibility; Social Influences; Leadership Styles; Educational Policy; Values; Individual Characteristics; Institutional Characteristics; Sweden + Suchen Sie Ihr Suchwort? Ausland; Principal; Schulleiter; Emotionales Verhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Environmental influence; Umwelteinfluss; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Sozialer Einfluss; Führungsstil; Politics of education; Wertbegriff; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Schweden
Abstract	This article explores Swedish principals' emotional identity by employing an analysis instrument built up of three dimensions identified in the study by Crow, Day, and Møller (2017): "the professional," "the situated or socially located," and "the personal dimension." The article builds on data obtained from a survey given to Swedish principals, completed in January 2019 (n = 1,286). The findings show that all three dimensions constitute important parts for Swedish principals' emotional identity. The analysis also detected significant variances within the three dimensions regarding gender, age, and type of principal. Aside from these empirical findings, the article also offers a theoretical contribution because the analysis instrument succeeds in capturing the three dimensions. Thus, the article bridges data to theory in a way not previously done. The findings disclose the need for further studies in various contexts for a wider and more in-depth understanding of principals' emotional identity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01