ABSTRACT
Taken together, the insights and empirically backed findings in the book put forth a new model of school leadership that centers around reframing teachers’ negative emotions. This paradigm suggests that affective principals operate along both a motivational track (cultivating the faculty’s need for personal meaning in their lives) and a recovery path (helping teachers find inner peace and reach emotional homeostasis). On this basis, we have constructed an innovative typology outlining different types of emotional leadership that are prevalent in institutions of learning. In summation, the chapter expands on the practical implications of these findings as well as several promising directions for future research.
