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      School leadership, followers’ emotional experience and self-regulation
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      Chapter

      School leadership, followers’ emotional experience and self-regulation

      DOI link for School leadership, followers’ emotional experience and self-regulation

      School leadership, followers’ emotional experience and self-regulation book

      Applying the acceptance and commitment therapy (ACT) approach to educational management

      School leadership, followers’ emotional experience and self-regulation

      DOI link for School leadership, followers’ emotional experience and self-regulation

      School leadership, followers’ emotional experience and self-regulation book

      Applying the acceptance and commitment therapy (ACT) approach to educational management
      ByOri Eyal, Izhak Berkovich
      BookEmotions in Learning, Teaching, and Leadership

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      Edition 1st Edition
      First Published 2020
      Imprint Routledge
      Pages 14
      eBook ISBN 9780429353581
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      ABSTRACT

      In this conceptual chapter, we discuss the ways in which school principals can address teachers’ experiences in order to advance the realization of their work values. We frame the leader-staff relationship using the psychological Acceptance and Commitment Therapy (ACT) approach. ACT is a recent mindfulness-based psychotherapy approach from the third wave of behavior therapy, with clear parallels to Buddhist concepts and practices. The overarching goal of ACT is to help subjects live a full and meaningful life. This goal is achieved by helping subjects to accept inevitable discomfort and pain, and to pursue committed action toward living a life that accords with their values. Given that school leadership is focused on attaining goals, and that feelings motivate action, we suggest that interventions based on ACT can promote more effective relationships between educational leaders and followers.

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