ABSTRACT
This study is a review and a critical analysis of the existing empirical evidence on school administrators’ emotionality and organizational outcomes in the Asia context. It highlights the limitations of the reviewed knowledge base and presents prospects for future research. Our review has generated a total of 44 outcome variables under six emotion-related constructs: school administrators’ emotional intelligence (EI), empathy, positive-negative affectivity, emotional expressions, burnout and emotionally manipulative and supportive behavior. The results suggest that school administrators’ EI, empathy, positive affectivity, positive emotional manipulation and emotional reframing have positive effects on a myriad of outcome variables: job satisfaction, affective organizational commitment, commitment to change, organizational citizenship behavior, well-being, quality of relationships, motivation and productive social interactions. The analysis also draws attention to the interplays between EI and a number of leadership styles: instructional, transformational, entrepreneurial, social justice and open style leadership.
