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The relationship between teachers' leadership behavior and emotional labor


Tuğba HOŞGÖRÜR [1] , Yılmaz İlker YORULMAZ [2]

It is not possible for school administrators to be experts in every field and it is inevitable for teachers to benefit from their expertise in order to make healthy decisions about the school. A school administrator should be able to enable teachers to use their potential outside of their classroom (Danielson, 2007). Achieving this means allowing them to demonstrate and develop leadership qualities and provide them with the appropriate environment to lead. Leader teachers determine students' success in the learning process as their main goal, but in addition, they both develop themselves professionally and contribute to school development efforts by interacting with other educators (Merideth, 2007, 3). A lead teacher, While doing all these, they have to be in constant interaction with people in the classroom and outside the classroom. The quality of the interaction they establish is one of the main determinants of the success they will get from their efforts. For this reason, leader teachers should also be competent in managing their emotions. This phenomenon, which is called emotional labor in the literature, has become one of the professional competencies expected from teachers today (Yilmaz, Altinkurt, Guner, & Sen, 2015, 76)

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