ABSTRACT
Current approaches to leadership, such as primal leadership, suggest that the awareness and regulation of leaders’ emotions and feelings plays a pivotal role in employee motivation, retention, and performance and the success of leaders (Goleman et al. 2002). Other approaches, such as transformational and artful leadership (Klein and Diket 2006), suggest that education requires leaders who have a sensitivity and awareness toward nuances of thinking, relating, and physical spaces. With growing accounts of bullying and mobbing in the workplace worldwide (Davenport et al. 1999; Namie and Namie 2000; Westhues 2004), that include K-16 contexts, it is becoming increasingly important for leaders and participants to pay attention to the aesthetic and emotional components of workspaces. In this sense, leaders may be envisioned as ‘architects in the construction of spaces that can promote more humane, thoughtful, and aesthetic leading’ (Klein and Diket 2006: 99).
