Emotionally intelligent school leadership predicts educator well-being before and during a crisis.

ABSTRACT: We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being. In two national studies, a cross-sectional (N_{Study 1} = 4,847) and a two-wave study (N_{Study 2} = 2,749), we tested the ass

SUBMITTER: Floman JL 

PROVIDER: S-EPMC10903540 | biostudies-literature | 2023

REPOSITORIES: biostudies-literature