EMOTION MATTERS IN EDUCATIONAL LEADERSHIP

Brenda R. Beatty

A paper presented to the

Australian Association for Research in Education Annual Conference,

Sydney, Australia, Dec 3 - 8, 2000

Department of Theory and Policy Studies

Ontario Institute for Studies in Education

University of Toronto

Toronto, Ontario, Canada

M5S 1V6

Abstract

Using Denzin's (1984) notion of emotional understanding as a sensitizing concept, this study explores how teachers experience emotionally their interactions with school administrators. By examining the emotions and the situations leading to emotions, that 50 elementary and secondary teachers select from memory to impart about their emotionally positive and emotionally negative interactions with administrators, an incipient theory of emotional environment patterns in schools is offered. The article examines this portion of the data and these types of emotional situational factors and their consequences for teachers' work involvement, performance, attitudes and perceptions of themselves, their administrators and their work. Findings indicate that the ways principals and teachers interrelate can make a great deal of difference to the working lives of teachers and correspondingly, to the students in their care. In the emergent framework, key concepts of Convergence, Congruence, Counter-intuition, Connectedness and Emotional Accountability are synthesized, offering useful lenses for making sense of the teacher leader relationship in schools.

EMOTION MATTERS IN TEACHER-ADMINISTRATOR INTERACTIONS:

TEACHERS SPEAK ABOUT THEIR LEADERS

-Brenda Beatty OISE/UT

People will forget what you said. People will forget what you did.

But people will never forget how you made them feel.

Recent brain research reveals that unlike the polarized mutual exclusivity of earlier constructs - passion vs. reason; affect vs. cognition etc.- which have dominated our sense of ourselves for centuries, we now understand that the human mind is a seamless blend of thinking and feeling (Damasio, 1997; Pert, 1998). This post Cartesian perspective, invites a unified vision of human being. The emotions in this view, are omnipresent and foundational, rather than peripheral and marginalizable. This is a more robust paradigm within which integrative and integrated understandings may flourish.

In the educational discourse, the voices of teachers as they reflect about their work have been considered by Fried,1995; Hargreaves,1998; Nias, 1989 and Rosenholtz, 1989. Included in these and other works are some of the emotional dimensions of teachers' working lives. What is missing however is the voices of teachers talking about the emotional significance of their interactions with administrators. Much has been written about transformational leadership (Leithwood and Jantzi, 1990), moral leadership ( Hodgkinson, 1990; Sergiovanni, 1992); creating learning community in organizations (Senge,1999; Sergiovanni, 1994), and the capacity of schools to change from within, (Barth, 1990). Implicit in these theoretical and practical constructs are affective aspects of human experience, which bear directly upon the present consideration of leadership. Yet explicitly, the emotions go almost unnoted.

In the past three decades, 'leadership as influence' has dominated the literature (Leithwood, Jantzi and Steinback, 1999). 'Leadership as support' has not received much attention in educational administration theory since its early identification as an important strand in the 1960's (Greenfield, 1999). Whether leadership is characterized as influence or support, emotion can provide a missing link, leading to a more complete understanding of teachers'

and leaders' experience in schools. The coined expression, "emotional intelligence" (Bar-On, 1988; Goleman, 1995; Salovey and Mayer,1990), has added to the incidence of 'emotion' in popular, corporate, and educational discourses. However, this notion of emotional intelligence, and its position in a growing list of recommended proficiencies is distinct from the present perspective. Rather than a behaviourist modification of performance, the present argument advocates adding the lens of emotion to an existing prismatic research base in order to widen the spectrum of our understanding, and create new possibilities for successful adaptation and creative evolution in human organizations. The emotions are foundational to the way people experience their individual realities. This is as true in schools as it is elsewhere.

The teacher leader relationship is pivotal to the ethos of every school and is by nature profoundly emotional.With the exception of important but incidental references to emotions or 'feeling states' as in Blase and Anderson's (1995) work on micropolitics and the emotional dimensions which are embedded but largely unstated elsewhere, in most leadership theory, matters of emotion have been largely considered only as they pertain to motivation, stress and burnout (Leithwood, Jantzi and Steinbach, 1999). Indeed, the emotions have remained marginal to mainstream educational administration discourse, and are usually characterized as pesky interlopers, if they are considered at all. Notable exceptions from the perspective of the administrators themselves include Blackmore's (1996) study of emotional labour and principals struggling with the conflict between fiscal competition and local affiliation between school principals. Loader's (1997) intensely personal reflection on the principalship is exceptional and exemplary as it paves the way to a better understanding ofThe Inner Principal. Beatty's (2000c) research of principals in an online environment in discussion about the emotions of their work breaks new ground empirically. However, the emotional realities of educational leadership in the context of specific teacher leader interactions, have, to date, largely escaped the gaze of the educational research community. What teachers really feel in response to their administrators and the implications of these emotions and their provocations, have not yet been considered in sufficient depth. This study makes a contribution to closing this gap in the literature.

* * *

"It's for you. It's the principal. She wants you in her office." The call to the principal's office can strike a primal note of fear in the heart of a teacher. Alert to possible danger, defenses sharpen and anticipated scenarios flood the consciousness of one who has been summoned. Interactions with one of the most powerful persons in the school system can be affirming, damaging, even life-altering. For this reason they are emotionally charged. Collectively, these moments create relationships. Administrators are emotionally 'significant others.' When they are affirming, supportive, and professionally and emotionally sustaining, administrators free teachers to do what matters most to them, making a difference in students' lives (Beatty, 2000a). This paper examines the teacher administrator part of the data derived from a research project entitled The Emotions of Teaching and Educational Change, funded by the Social Science and Humanities Research Council of Canada.

PURPOSE AND RATIONALE

Using these ideas as a guiding context, the purpose of this study is to examine and explore a) how teachers experience emotionally their interactions with administrators and b) the various types of emotional situational factors and their consequences for teachers' work involvement, performance, attitudes and perceptions of themselves, their administrators and their work. The article will address two questions: What can teachers' emotional responses to their administrators tell us about environmental patterns of emotional significance among teachers and their leaders and how might our understanding of educational leadership be

deepened and refined through the examination of the emotionality of teacher-administrator interactions?

DESIGN AND METHOD

Semi-structured interviews were conducted with 50 elementary and secondary teachers in four school boards in Ontario, Canada. As part of the interview two questions were asked regarding teachers' emotions in conjunction with emotionally positive and emotionally negative experiences with administrators. From the fully transcribed text of these interviews, overall analysis involved searching for any references teachers made to the emotional aspects of their experiences associated with administrators. A large emotions-file and a conditions leading to emotions-file were created. Patterns in emotions categories, provocation categories, teacher and leader action categories, and comparative analysis with respect to gender and level were observed and analyzed.

FINDINGS AND DISCUSSION

Descriptive statements and conceptual and emotional understandings derived from the data are discussed under the following headings: Domains of Convergence ; Power and Domains of Concern; Emotions: Self and Other; Provocations to Emotions; and Comparative Analysis. Findings have important implications for leadership theory and practice, organizational change and capacity building, and the self of teachers and the organizations they inhabit. Emerging from the combined consideration of these findings is a framework, which forms a synthesis among the concepts of Congruence, Counter-intuition, Connectedness, and Emotional Accountability.

Emotions are at the heart of teaching, and at the heart of all human relationships. Critical to the overall teaching experience and to the students in teachers' care is the relationship between teachers and their bosses. The emotional qualities of these relationships make a great deal of difference. "Regardless of the personal relationship between the person and the emotional associate, the associate is a significant emotional other because his [sic] presence in the individual's emotional experience is and becomes a significant part of the meaning, order and significance of that experience" (Denzin, 1984, p. 93). Administrators are emotionally significant others to teachers in a variety of interrelated ways.

Teachers report feeling "wanted," "respected," "part of a team" "valued" "cared about" "happy," "proud," "satisfied," "secure," "unafraid," "known," "relieved" and "motivated." They were also "angry," " frustrated," "shocked" "hopeless" "frightened" "stressed," "resentful" "hurt" "suspicious," "upset" "disappointed" "disgusted" and "flabbergasted." Their interpretations of these interactions and the accompanying feelings, which remained fresh and accessible in their emotional memory, were affecting them psychologically and physically, in their performance in classrooms and throughout the school.

Teacher leader interactions can affect career aspirations, confidence, creativity, motivation, enthusiasm, security, passion for subject, overall outlook, expectations, self esteem, growth , sense of belonging and willingness to do more. Blase and Blase (2000), found that mistreatment of teachers by principals had significant effects in the classroom. In their study, "mistreatment" of teachers included "yelling, criticism, lying, threats, unfair formal evaluations, negative verbal/written references, terminating, reassigning, transferring, or blocking ability to transfer, and written reprimands, obstructing professional opportunities, public humiliation and threats "(Blase and Blase 2000)and

. . . most described significant effects on their demeanor/affect: reductions in patience, tolerance, compassion, motivation, enthusiasm, and commitment

and increases in cynicism, anxiety, and expression of anger. In general, teachers also characterized themselves as much less open and approachable to students as a result of principal mistreatment. (Blase and Blase, 2000 - speech notes)

All of the provocations mentioned in the above list from the Blase study were also selected as emotionally significant in the present study.

Teaching is an emotional practice ( Hargreaves,1998). Further research is needed as to the short and long range effects on teachers of these kinds of encounters. In effect, emotion matters, in the administration of teachers, and the students in their care. Presumably then, emotion is a matter of concern to our understanding of educational leadership.

Domains of Convergence

Teachers have expectations with respect to certain domains in the range of responsibilities they encounter in school life. In this data set, interactions regarding the most frequently selected categories, reveal that there are certain areas that are understandably emotionally loaded for teachers, areas which accordingly have implications for their leaders too. When a category appears in sufficient frequency to indicate it is an area of concern or interest to the teacher, it becomes a domain of convergence, a matter over which teachers and leaders meet, and to which teachers attach emotional meaning. The combined totals of frequency patterns are displayed at "figure 1."

Domains of Convergence - Combined Category Totals: Frequency Patterns

-ve+ve Total

career: 10 + 22 = 32 / 101 31%

students: 15 + 10 = 25 / 101 25% figure 1

climate: 12 + 10 = 22 / 101 22%

colleagues 7 + 3 = 10 / 101 10%

organization 9 + 0 = 9 / 101 9%

parents 0 + 3 = 3 / 101 3%

Taken separately, the negative and positive emotion categories frequency patterns follow.

Negative Emotion Categories.

"Students" were the most frequently represented domain of convergence for negative emotions, with conditions of school climate receiving almost as many examples. Career related disturbances were also strongly represented, with additional occasions involving organizational procedures and colleagues. See "figure 2."

Negative Emotion Categories: Frequency Patterns

1. Students (15/53 or 28%); 2. School Climate (12/53 or 23%);

3. Career (10/53 or 19%); figure 2 4. Organizational Procedures ( 9/53 or 17%) 5. Colleagues ( 7/53 or 13%)

Selections here and the descriptions of the circumstances surrounding each instance and related effects, indicate that the negative emotional impact of teacher leader interactions in these domains, can affect teachers' attitudes, health and motivation. The details of the inevitable ramifications for the students in their classes, or leaders themselves remain largely unexplored and are worthy of further study.

Positive Emotion Categories

Domains of convergence for positive emotions were, for the most part, consistent with those that created negative encounters, reinforcing the validity of these particular domains of teacher leader convergence, as emotionally important to teachers. However, in the positive vein, they occurred in a different order of frequency. Where career and collaboration were involved, teachers expressed more intense emotional responses, and spoke of feeling wanted and appreciated. There was something personal in being chosen and valued. Increased confidence resulted and teachers spoke of enjoying working with and for the leader, and in some cases being inspired to do more. Leaders who were characterized as supportive and connected to their teachers, knowing "what you were about" created the anticipation of further positive interactions, a virtual 'relationship' in that teachers experienced confidence that they were safe, and known. The seeds of relationship had been planted with these leaders. The distribution among 48 examples is displayed in "figure 3."

Positive Emotion Categories: Frequency Patterns

1) Career (22/48 46%) 2) Students (10/48/21%) 3) Climate (10/48/21%) figure 3 4) Parents (3/48/6%( 5) Colleagues/committees/consultation (3/48 6%)

Emotionally positive career-related interactions with their administrators were also making a difference in teachers' sense of self-efficacy. The connection between teachers' confidence in their ability to do their job well and student performance has been well established in other studies such as those by (Ashton & Webb,1986). For this reason alone, although there are many others, a deeper appreciation of the effects of educational leaders on teacher confidence, a matter of emotion, is worth a closer look.

Career

One in every three recalled experiences concerned career. From the positive emotions data, 'career' outdistanced all other categories by a clear 25%. These memories involved getting and keeping a job, having opportunities and encouragement for professional development and being held in high esteem in general as an effective and empowered professional. What leaders say and do, and don't say and don't do with respect to their teachers' careers, matters to them and affects them in their work in subtle and profound ways. The teachers in this study reported that these encounters had affected self-esteem, attitude, and professional decisions and experiences of all kinds. Some had felt the impact throughout their careers. While effects are discernible in all of the categories of the negative emotion data, for positive emotions they are particularly pronounced in the 'career' category. Teachers revealed the powerful influence administrators can have on their professional self-image and professional performance: " she showed the confidence in me I didn't have in

myself" (7); " the thing is they believe in the teacher. . . And I thought that had a really good positive impact on me. And this is why you do more. . . but then you have the principal that you feel you're limited, or you feel that you have difficulty to work with . . . then it stops."(52)

Teachers' careers are vulnerable to the actions and inactions, the attitudes and approaches of their leaders. When teachers and leaders converge in this highly sensitive zone of concern for the teacher, leaders are in tender territory. For instance, one teacher chose as her positive emotion scenario, her principal's taking the trouble upon his retirement, to offer her an apology and an admission that he had made a mistake in not promoting her to head years and years before. (15) Long standing disappointment and self doubt were addressed and the possibility for repair to self-esteem was created. Her husband suggested that his apology and a quarter might buy a telephone call, but the teacher reported attaching much more value to the exchange:" That made me feel really good that he did realize there was a mistake made. .. . . He didn't have to say that to me, you know. I think it took a lot for him to admit that and I think that said a lot about him and it made me feel really good." The principal, having been willing to 'move toward the danger' (Maurer, 1995) of his own discomfort, and in his willingness to share his real feelings about that decision had made a difference in her experience of him, her work and herself.

Teachers depend on their administrators to assign their work and define their 'job description' judiciously and prudently. They expect to be given a fair chance at new challenges, and familiar favorites, to have some say in dramatic changes of subject area that may require new learning and an open road to professional development and career advancement. This is not always the case. Often teachers perceive their leaders to be less than fair, even punitive, in their distribution of the work load, and job reference accolades, alleging favoritism and victimization that destroys trust and causes teachers to lose faith in a positive future. Respect for the teacher's professional plans from their rookie year to retirement, is an expectation teachers might reasonably have of their educational leaders. At the least, consultation on such emotionally significant matters is expected.

Sometimes, when a teacher's expectations of a leader are not met, lifetime plans are changed, professional selves are affected and there is real fallout. Teachers depend on their leaders to know that they are capable and to provide them with support and encouragement to take creative risks and challenges. When leaders harm their belief in their professional selves, some teachers withdraw, from their leaders, from their career plans and from their hopes for an exciting and inviting future in the profession. Told that the reason he did not get the headship, a position he had been holding in an 'acting' capacity,"because they wanted to leave me in the classroom since I am such a strong classroom teacher," a male secondary school teacher "felt they used that comment as a justification. . . . I don't think that was the issue at all. . . .My feeling is that you want to have administrative people who are strong student oriented people.. . I didn't say anything." But the encounter had taken a toll. " The ramifications occurred were that I said, "That's fine" I will never apply for a leadership role again."(1) Others get angry and leave teaching altogether. Still others learn to keep their heads down, (Blase and Anderson, 1995) and studiously avoid 'the administration.'(27)(35)(36). One might argue that in so doing they may become "emotionally disconnected" (Pollack, 2000 p.174) from a potentially vital relationship in their working lives.

The administrator can have a powerful, direct and indirect influence on the growth and development of each teacher. By both commission and omission, perhaps more than any other adult in the school system, the administrator can alter the trajectory of the teacher's professional path. From a school wide perspective, the teacher who is, through painful, even poorly understood emotional encounters, disenfranchised or self-silenced in the discourse of the school is a lost voice which can compromise the organization's capacity for change and creativity. (Fineman,1993; Diamond, 1993). Marginalization and inclusion of teachers'

voices, important voices of critique in the development and maintenance of a healthy flexible school culture, are within the scope of the principal's power. Confidence building and shattering interactions create and destroy the will to participate. The loss of the affirmed, creative power of teachers voices, impoverishes the whole school.

In the domain of 'Career,' teachers are left alone, to guard, defend and create possibilities for their futures. When the leader obviously shares their concern and demonstrates an interest in their performance and progress, the relief and comfort afforded by this congruity is palpable and the resulting effects rewarding and constructive throughout their practice.

Students:

One area in which leaders and teachers have a more clearly articulated shared responsibility is of course the students. Situations that involve students were chosen in approximately one out of every four positive and negative scenarios described by teachers in this sample, reflecting the emotionally significant territory student considerations hold for teachers. Largely pertaining to matters of attendance and behavior, student related interactions with administrators demonstrated a clash of perspectives. Teachers have particular training for dealing with their pupils. Thus they might well expect their judgement, expertise and advice to be respected, especially in matters pertaining to students.

Having administrators tell us that we don't understand the circumstances and the background of children in a recent meeting when we were talking about behavior really pissed me off. We work with these kids daily. They see them occasionally. We're the ones that know what their family life is like. We're the ones that put up with some of the behavior. When we ask an administrator to get involved we don't need to be told that we don't understand these children. That made me extremely angry . They are really out to lunch if they believe that we don't understand these children.(11)

Teachers attach emotional importance to having their knowledge of their students called into question. Student behaviour can be a domain of convergence for teachers and leaders, but apparently, their perceptions of each others' positions within the domain, are not always congruent.

Noticeably absent in the data, were references to interactions with administrators about teaching. In all of the positive and negative examples no direct references occurred involving emotionally important memories about what teachers are primarily there to do: teach. There was one reference to a teacher's objection to some of the wording in his teacher performance review: "finds this a difficult class." Another involved a vice principal who had read her TPR report and was offering a compliment about the report rather than the teaching per se. Neither occasion however, involved the leader and the teacher interacting about teaching itself and both were 'special occasions' in that teachers had been formally evaluated. One reference to a leader liking "what I do with kids" might have had connections with the classroom but this wasn't clear. And a fourth involved a teacher swearing at a student. In this case, no setting or context was mentioned and student behavior, and the teacher's response, not teaching had been the focus. It would seem that 'teaching' per se may not be as pivotal a concern for leaders as it is for teachers. By its absence, emotionally significant interaction about teaching begs a question as to whether these interactions are not occurring at all or whether, for teachers, they are just emotionally less memorable than other matters. In any case, teachers and leaders, interacting about teaching - good, bad or indifferent - does not appear at all as the focus in the teacher leader interaction pattern of this data. The total absence of this domain of convergence is a striking finding which may point to some of the reasons teachers and leaders sometimes find themselves at odds. A

lack of emotional understanding of each others' respective primary concerns may foment dissonance and distress.

Ostensibly, both teachers and leaders share concern for the quality of learning in classrooms. So why is this kind of interaction missing from the data? Perhaps the classroom is tacitly understood to be the teacher's territory. Perhaps, since most of what goes on there never becomes a matter of public scrutiny, it may not be a high priority for the principal, whose domains of concern may be more outwardly directed, managing the image of the school as an entity, and trouble shooting when this image is in jeopardy. In effect, this administrative stance may seem to be more defensive and protective and in essence managerial than creative. Teachers object to principals making a fuss only about the outward show, suggesting this is misplaced emphasis, taking away from the notice of classroom work. While four teachers made explicit reference to the need for more positive feedback on regular classroom work, (1)(31)(54)(7)one teacher seemed to sum up the concerns of the others.

I think that there is recognition outside of the classroom in terms of extra-curricular. You could be coaching a team and the team does well. If you are the coach then you get that recognition that you are doing well. I don't think there is enough of it in the classroom. Administration walks through the classroom all the time. I think that's great but what I would like to see is for them to say, "You are doing a really darn good job. Every time I come in the kids are interested, there are good dynamics occurring in the class and they are busy doing things." I don't think there is enough of that.. . . I mean I get a thank you note for helping out on things that occur outside of the class. Within the class it doesn't happen. I think if you asked a lot of staff they would most likely say the same thing. It doesn't happen.(1)

Thank you's and commendations for things other than classroom teaching were nice, but for teachers, apparently these were beside the point.

Ensuring that the school is presented to the world in a complimentary light is an important part of the administrator's job. The level of success in this regard can have career implications for the principal. Herein may lie a hidden congruity, teachers' and leaders' concerns for their own careers. While running parallel to each other then, their concerns may not often intersect. The resultant conflicts may reflect emotional misunderstandings arising from 'emotional geography' of 'moral distance' (Hargreaves 2000).

Thus teachers may experience emotional deprivation from lack of feedback about their classroom teaching. Teachers are expected to care about what goes on in classes and as professionals, may be left to do this pretty much on their own. Principals may have other priorities and other emphases in their work. Teachers who disapprove of principals' priorities may simply have gaps in their perceptions which could be bridged to create better emotional understanding and assist them in building authentic relationship with their principals. Perhaps it should come as no surprise to teachers that praising their classroom work is not the principal's top priority, but for some teachers, it does.

Instead of classroom performance, teachers received student related commendation for things like handling a difficult matter on a field trip, well written Special Education Placement (IPRC) reports and being quick to make a suicide alert. These kinds of interactions did evoke emotionally positive recollections. On the other hand, matters of student attendance and behavior, equally associated with incidents which had originated in and out of class, were the most often cited for negative emotion provocation. Still there was no reference to teaching per se, just the need for more reliable "support" or "backup."

Teachers handle most student problems alone. But when they call for help, they expect it to be forthcoming. When this help is withheld, the occasion becomes emotionally memorable in undesirable ways.

School Climate

Expectations, a theme that runs throughout this 'Domains of Convergence' analytical frame, are reflected in teachers' comments about their emotional responses to leaders who care, and those who don't. Emotions have imaginary geographies (Shields, 1991). We can feel 'close' to someone far away, and 'distant' separate or "emotionally disconnected" (Pollack, 2000: 174-175) from someone right next to us. For many teachers there is a deeply emotional attachment to school (Nias, 1996; van den Berg, 1999). It is a human space shared by the whole school 'family'. Administrators are looked to, to set the tone, to be honest, open minded, fair, trustworthy and concerned. " If a principal comes in with a different manner of dealing with issues or a different educational philosophy you might have a different tone set in a school.. . The Movement of principals gives a different flavor to a school periodically." (6) When their leaders appear to be "dishonest" "down on me" "not on your side" untrustworthy, over-controlling, inclined to side with the students against them or lacking in concern or care for the general welfare and spirit of the school, teachers notice, and they feel it emotionally. They feel uneasy. They become "unsettled," "nervous," "resentful" "discouraged," and even "hopeless."

Emotional experiences can be intense, even discomforting. They can'up set' or unbalance one's equilibrium. They demand interpretation. In order to store away the feelings we have about situations, that happen to us or those we just hear about, we try to make sense, or make meaning out of them. Sometimes, it is part of the grapevine experience a "memory vine" (Beatty 1999) of sorts, that creates a culture of concern, a culture of fear :. ". . . you see someone unfairly treated you know you immediately react." (25) One teacher, observing unfair treatment of a young colleague over timetable assignment for the following year had thought of him as a teacher who was "in my mind pretty vital . . . in the school- and I just kind of thought it was kind of a slap in the face for doing all those things. I mean I'm doing a lot of stuff; is it my turn next?" (21 ) Individual seemingly unrelated incidents form a vine of association with the particular administrator, and become connected and made meaningful as something symptomatic of a general school wide pattern or dis - ease. This is the stuff of school climate. It is the kind of thing that makes the skies cloudy or clear: " ...certainly on a school wide system of mis-communication between administration and various departments or people. It makes you tend to question their motives and why they're doing it in that situation and those types of things and I guess it generates a little bit of mistrust on things in terms of 'How would they deal with me if that was my situation?'(21 )

Climate isn't always apparent to the naked eye. It takes a discerning observer to detect the real conditions 'in the air.' Experience is a great teacher here.

Things on the surface look very good but when you have been an experienced educator and you have taught at many other schools and you see how the schools are run, to me one of the main purposes of a principal is to set the atmosphere and the climate for the school. When you have worked at a school and you see the school being drawn down by one particular person, and after the number of teachers , parents and trustees I've spoken to, and nothing happens about it you sort of throw your hands up in the air and say, " what can you do?" You've got no say whatsoever. . . . My feelings are that I'm not as enthused about education.(5)

In time, with dispiriting leadership, cynicism, pervasive suspicion, distrust and hopelessness overshadow other feelings, and dim the chances for confidence and optimism. In these schools often the spark is gone.

Conversely, schools in which leaders are described as generally "cooperative," "genuine," "taking a personal interest" "supportive" "a real people person," and "knowing what you were about" enjoy a climate that is "safe" where there is "security" and a reasonable expectation of "continuous justice."(25)" I really enjoy teaching for those types of people. That's why I came to this school in the first place seven years ago. It was because I knew who the administrator was." (5) Teachers who recalled working in a school climate created by this kind of leader experienced an emotional energy from the congruence of moral perspectives or moral purposes, an emotionally experienced closeness in "moral distance" ( Hargreaves, 2000) shared with their leaders.

. . . the best principal that I've ever been under, . . . she really cares for the kids more than any other principal I've worked for. And this is really important to me.. . . she's always there. I really like her for being that way. So I can always kid with her and stuff as a result. The previous principal was nice. It's not that I didn't get along with him. He was like so may of them are, very political, very professional and kept you at arm's length. And with him, just to get approval for a chocolate bar drive took me a month.. . . I feel very comfortable with her. I respect what she does.(45)

This closeness inspires and fosters the teacher's confidence to seek out creative new possibilities for kids and success breeds success. Positive feedback, (considered in detail elsewhere) a large part of the climate of a school, motivates. A teacher associated his emotionally positive attitude toward his profession and the experience of receiving a note of thanks for a job well done: "That is the reason I am staying in the profession. Those are the things that motivate you to want to come back the next day . . . . If you are successful at something you will want to try something else. You won't be afraid of trying something else because the likelihood of being successful will continue. There are people watching and telling you that you are doing a good job."(4) The "likelihood of being successful" becomes an expectation which is foundational to individual teachers self-efficacy. In subtle yet palpable ways, the administrator's influence on the climate of a school creates expectations and expectations shape attitude, experience and performance.

Neitzche once spoke of "the horror of the unobserved life." In a climate of appreciation, of being seen and known, unseen but strongly felt emotional energies are generated, energies upon which individuals and whole systems can draw. Just as believing you may be being watched can lead to self-surveillance in a Foucaultian sense, so too believing you are being seen, heard, approved of, and appreciated, can lead to better practice and more creative risk-taking based on the expectation that you are safe, no matter how the experiment turns out. (Keyes, Hanley Maxwell and Capper, 1999). A culture of fear and concern or a culture of courage and creativity: the leader is largely responsible for this unseen but powerful variable in what goes on in schools. "In a successful organization, people acknowledge, understand each other's purposes and work together" (Hargreaves, 2000). Schools are places of inescapable convergence but when the convergence of domains of concern, is coupled with congruity of purpose, communicated at all levels, anxiety is reduced and energies are released, creating a potential for what Csikzentmihalyi, 1990 calls "flow" ( Beatty 2000a). A closer examination of some of the affective colours and nuances of teacher administrator interaction helps to show that in distinct and definable ways, educational leadership whether deliberate or inadvertent, involves the creation of school climate and in so being is a foundationally emotional matter.

Organizational Procedures

Less frequently described, but still significant in number were references to organizational procedures. The school is part of the larger organizational 'system.' For a system to run well a variety of processes, must be coordinated. The school organization serves the needs of a large number of stakeholders. While teachers soon learn that 'the system' like any bureaucracy, may not be tops in efficiency, they do however, quite properly expect some consideration for its role in serving the greater purpose of creating better learning opportunities for students. Schools are different (Handy, 1986). When teaching is unnecessarily disrupted; when a requested 'special report' is ignored; when time spent achieving consensus in endless committee work is wasted as recommendations are totally ignored; teachers, understandably become dismayed and infer their leaders' lack of respect for their efforts. Unannounced changes in schedule, poorly thought out reassignment of classroom space, ill considered substitute staffing and the like, all suggest a disregard for the importance of teachers' work, that is undermining. Then, when they are expected to "jump through hoops"(19) without question or pause, something doesn't feel quite right. The credibility of the leader rests in the cumulative effect of countless procedural and communication decisions every day. Teachers who perceive they are last on the list of priorities, in the decision making process, soon learn to suspect their leader's motives. A leader's credibility, like trust, is both vulnerable and invaluable.

Colleagues

Chosen the least often as a source of contention, in dealings with their leaders, situations that involved colleagues were still significant in number. Teachers look to their administrators for support in getting colleagues to cooperate on committees, or vigilance in weeding out those who are incompetent or indulge in inappropriate interactions with students. What teachers do not expect is to have their colleagues complaints taken at face value, without being consulted for their 'side of the story.' Those who are even handed are respected and trusted: "The administration, by and large, is generally very supportive of situation realizing that there are always two sides to the issue." (6) Whereas, administrators who rely on hearsay, pull rank on them and attack them on the say so of colleague complaints endanger the integrity of their relationships with the whole staff, as news travels fast on the grapevine (3), (51) (26). Told via a terse note to "fix her computer"a teacher who felt mistreated and inappropriately imposed upon by her colleague was stung by her leader's lack of consultation: "damn did I feel it!"(51) This kind of incident breeds a culture of mistrust, one that fosters emotional distance. Teachers and their colleagues converge regularly in the daily round of their work. When leaders interfere, or take sides, they damage the chances for constructive resolutions to evolve naturally. The ability to develop solutions is an essential characteristic of a healthy school culture. The ethic of empowerment is a defining factor in school climate. Principals who suggest staff speak to the party in question and sort it out themselves empower the adults whose ability to negotiate emotional understandings of their own (Denzin 1984) is an important capacity, one which defines and shapes the professional fabric of the school. Staff, who run to their administrators, "tattling" and "complaining" about each other instead of confronting the problem face to face, and administrators who pander to this unethical, unprofessional choice of conduct help to foment morale disaster. The result, an emotional fallout or echo effect, can be felt far beyond the parameters of the initial incident, carrying ripples of discontent throughout the entire school.

As part of the daily round in schools, teachers and leaders may experience quite different emotional associations within the same converging but not necessarily congruent domains: students, school climate, careers, organizational procedures and teacher colleagues. These are domains of convergence and domains about which both groups may experience concern, but not necessarily the same concerns. Teacher leader convergence that lacks

congruence and/or emotional understanding ( Denzin, 1984) may account for many of the incidents of misapprehension, fear and distrust.

Power and Domains of Concern

Power over, power through, power with ( Blase and Anderson, 1995): different micropolitical dynamics with emotional implications deserve special consideration here.

Career and Power:

The power to work hard, make a good name for oneself and pursue reward in the form of advancement, transfer, or opportunities for further professional growth, is something one might normally expect to have largely within one's own control. Not so for the teacher. In other professions, at the very least a practitioner's performance can speak for itself; the record stands. The number of 'satisfied' patients, grateful families, cases won in court, and if all else fails the sheer magnitude of financial success of 'the practice' can all speak to a doctor or lawyer's prowess. Not so for a teacher.

For teachers, the real 'record' is in the minds and hearts of the various students whom they have helped to make incremental progress in a subject that the student may or may not have chosen to learn and whom they have encouraged in their personal progress along the way to self discovery and the love of learning. Teaching is an emotional practice (Hargreaves, 1998). The lion's share of the work teachers do is done with no outward thing to show for it at all. Student marks simply cannot reflect the deeply felt and life long value of the aspects of their success that have nothing to do with marks. For these most important aspects of teaching success, there are no records. There is no standing.

The traditional classroom teacher, who has not sought out high profile vehicles for notoriety, but who simply does an excellent job in the classroom is likely to be known more for what doesn't seem to happen in their classes than for what does. It may be the fact that the students and parents don't complain, and the teacher's students don't get sent to the office. In other words, from an administrative perspective, no news is good news. But from a career perspective with little hard evidence of excellence this leaves the career classroom teacher dependent on the administrator's impressions formed through random access to data of questionable reliability.

Teachers must rely on the principal to vouch for their competence and talents, something the administrator may or may not have first hand knowledge of at all. If into the overseers gaze, come only the aspects that are high profile in the school, extra-curricular, over and above, or in a worst case scenario, problematic, the teacher's ongoing ability to do what s/he was hired to do goes all but unobserved and unnoticed. The record can't speak for itself. The teacher by and large, is powerless. Traditionally, principals may choose whether or not to lend their power to the teacher to pursue career goals, as they control the granting of permission for special leaves to develop professionally,(34) letters, and call backs of reference for jobs (48) and recommendations and permission for special project opportunities(47). Here the principal has clearly definedpower over the teacher. The emotional volatility of this kind of vulnerability therefore, is not surprising.

There is nothing reciprocal about this arrangement. Even though the administrator is likely a former teacher now performing in an administrative capacity, there will be no call for teachers to give principals job references; there is no mutuality to their relative positions on the professional paths of their respective careers. The power differential is real, and for some, crushing. Thus the reciprocity between teachers and leaders in this regard must be asymmetrical (Young, 1997), the exchange value, one sided. Furthermore, no viable checks

and balances, ensure accountability. Instead, with the exception of possible grievance procedures or civil suits, (masochistically stigmatizing endeavours few teachers can afford, emotionally or financially,) the only real accountability is leader self- administered. While there may be some recourse under the law, for the defamatory, unjustified reference of a teacher, this possibility stands a very long way from any pervasive consciousness in the educational leadership culture of the weight of such responsibility. The principal's power over a teacher's career is almost absolute. If a principal decides to 'make it difficult' there is little a teacher can do. Many a teacher's career has been shaped, altered, enhanced, made and broken, by the careful and careless words of a principal. Findings in this data confirm that the principal holds the keys not only to the careers but also the peace of mind and heart of teachers. It is a lot of power, an emotional politic, that carries with it extreme emotional volatility.

Under-explored in the leadership discourse is the positive potential of career dimensions in the teacher-leader relationship. For teachers in this sample, time spent connecting on career goals, seemed to bear an exponential relationship to the benefits for the teacher, the students, and the entire school. Happy secure teachers, who are confident that their career plans are in safe hands and that the admin is "on your side," feel they have power with their leaders and quite simply, produce, grow and over the course of decades, self-actualize, providing models of life long learning that are of the utmost instructive value to their students. When considered against the amount of time it takes to connect and commit to being a career catalyst in teachers' lives, the extra effort may well be worth it.

For teachers, knowing where they stand with their leaders is half the battle. Developing a fluid open, evolving professional relationship with each other is the other half. 'Career concern' is emotionally loaded territory, stemming directly from the power differential that is a 'built in' component of the system. This is an area that deserves further consideration in research and practice alike.

Students and Power:

In theory and in practice, teachers and administrators share responsibility for students. However, in the classroom territory, the teacher has an autonomous power over, through and sometimes with the students. The teacher often possesses a greater expertise in a particular subject discipline than the administrator and teachers maintain the most direct knowledge of what actually goes on in the classroom and retain control over when and how the lesson will unfold. While increasingly detailed curriculum guidelines may be more fully defining of what will be taught, the teacher still manages the lesson and the people in the class in their pursuit of this learning. In this regard, the administrator must rely on teachers' judgement, to safeguard good relations with students, parents and the community at large. In this sense, principals achieve their power and position through the work that teachers do, making their job necessary. Thus there is an interconnectedness a pooling of power, for teachers and leaders, in their relative importance in each other's careers. This is however, as discussed above, an asymmetrical reciprocity (Young, 1997) as the leader's need of the teacher is rarely acknowledged, while the teacher's need of the administrator is ultimately inescapable, even though three people in this sample declared they had tried.

Teachers who rely on administrative backup for their classroom management must receive their power through the administrator. Administrators may share in repercussions of classroom events, but teachers make and take the daily brunt of what goes on there. Administrative support with behavior problems, more than any other aspect, characterizes teachers' student related concerns about their leaders. Twelve teacher references to their need to know the admin is "always there" for "backup" and "support" reflect the emotional

importance of this assurance. Of these references, eleven were made in the context of negative emotion memories, indicating repeatedly that when expectations are not being met in this domain, as in occasions when the administrator undermines the teacher, and "takes the student's side" against the teacher or fails to " follow up," these occasions become emotionally significant. This may be due to the loss of power the teacher experiences through compromised credibility with the student. Only one such interaction was recalled positively as "good backup" (34). Does this mean that only when it is lacking is this support significant? Perhaps good administrative disciplinary support is a "hygiene factor" (Herzberg, 1959). The emotional memory pattern in this data reinforces the "hygiene factor" function of administrators in teachers work lives in general. Hygiene factors are like light in a factory. You can't do much without it, so you need a certain amount, but its presence doesn't make you want to work any harder. For teachers, administrative backup is a hygiene factor, in that it is emotionally more memorable for its absence than its presence.

Teachers who have had disappointing encounters of this nature, perhaps to avoid the risk of loss of power with the students and humiliation, simply avoid this option altogether: "You've got to learn and you learn very quickly not to send kids to the administration. I f you have a problem like that, you have to learn how to deal with it.. . . I think it's very frustrating."(35) Letting teachers down, and conditioning them not to refer their problems to the office may make life in the office a little simpler perhaps, but at the same time this can make life in the classroom all the more demanding to the teacher who is left to manage all alone. Within the student domain, student discipline is perhaps the most critical test of the teacher leader relationship. An incongruous convergence over students, wherein the administrator's decision not to comply with the teacher's request results in direct loss of power in the classroom, can destroy a leader's credibility instantly. To the stranded teacher it is prima facie evidence he/she is alone, and emotionally and professionally disregarded and misunderstood.

Climate and Power:

The "memory vine" (Beatty, 2000) of a school, is a collection of impressions which supplement direct experience, and contribute to the emotional reality for each of the individuals who live and work there. A living thing, the memory vine is interconnected, self-generating and though unseen, it is quite real. One person's memory connects to another's impression of recent and past events. Connections are made, inferences are drawn, and conclusions reached. The result is growth - of optimism or fear, of creative excitement or cautious concern. The interconnected emotional experiences of 'what it's like around here' are organic, cumulative and foundational. They define, and redefine, in a continuous living psychodynamic gestalt, a collective knowing. And the principal is the biggest factor in the mix. This 'knowing' combined over time with personal experiences, shapes and defines what happens inside and outside the people in schools. Psychological, attitudinal, and emotional realities bear directly on the ways people behave, what they decide to do and not to do, and on the perceptions that determine those decisions. The memory vine colours those perceptions with emotion. Emotional memory- individual and collective- is an important part of school climate, affecting the feelings of empowerment or disempowerment teachers experience.

Emotion shapes behaviour, just as surely as behaviour affects emotions. Putting on a smiling face can sometimes help. It can even generate a happier state, by stimulating endorphins that are linked to pleasure. (Goffman, 1959). However, over time the divided self whose outward show is least its (real) self is a self under stress, emotionally labouring to manage two or more realities in an unintegrated whole. (Greenberg and Paivio, 1997). Emotional labour (Hochschild, 1983) is part of the emotional practice of teaching (Hargreaves, 1998). It is also the stuff of burnout when exacerbated by strained or

nonexistent relationship between teachers and leaders. Excessive emotional labour can be a serious impediment to optimizing organizational energies, emotional energies which are fostered when the confluence and congruence among personal needs, professional interests and organizational goals creates the potential for "flow."

(Csikszentmihalyi, 1990; Beatty, 2000a). The entropic depletion of emotional energies, is unfortunate and avoidable. In contrast, the self-generating emotional energy of "flow" is boundless. The educational administrator is perhaps the single most defining variable in the energy balance of the school, an essentially emotional variable in the formula for school success. This is a highly significant part of leadership work. The will, the spirit, the desire to go on, the personal power to do one's best for self and other is a fundamentally emotionally driven phenomenon. Emotions are subject to change without notice. The wise leader knows this about her/himself, and about others, and respects the powerful potential for good or ill that lies therein.

Colleagues and Power:

While teachers complained of feeling unimportant, unconsidered and resentful about organizational procedural decisions that annoyed them, these were not particularly emotionally intense descriptions. Where their colleagues were concerned however, the opposite was true.

The convergence of concern over career and colleagues can manifest in disastrous ways when leaders get 'in the middle' of problems with colleague-to-colleague interactions. A teacher's ability to 'get along' to interact effectively and smoothly with colleagues can be an unrecognized strength when there are no altercations. However, all manner of negative inferences about professional and interpersonal skills are often drawn when teachers start to scrap. In the following example, the leader's failure to hear both sides, and decisions to act on hearsay allegations caused hurt and misunderstanding that had power related implications. One teacher felt powerless to affect an already tainted impression another staff member had created of her and so she suffered impaired health and demoralization, affecting her outlook on the school, the administration and her professional self esteem. Accused of being "deplorable" to work with,

. . . he called me in and said "This is the charge against you . . . and he didn't know me at all. . . . . I couldn't change his attitude. . . He just had this or I felt he had this attitude. I just felt so badly. I would say I was humiliated and I couldn't take control of the situation so he knew I was really embarrassed, humiliated all year long. My self-esteem was really, I couldn't do anything. It really affected me all year long. . . it took eight months of health. (26)

Her ultimate vindication at the closing staff meeting and the principal's ultimate apology, stood out for her as positive emotionally, "a turnaround" after a long and harrowing time: "that was a hard year." Another teacher felt powerless to get colleagues to cooperate in committee work, and was criticized for other things as a result. (28) She felt this was a responsibility which should have been shared by the principal, who struck the committee in the first place. " She just told us to strike a committee and we never heard from her again. . . .you know it puts you in a position of failure. . through no fault of your own. I think there's disrespect, demoralized, frustration. You feel really devalued, unimportant, your self-esteem is addressed." The power to create special projects lies with the principal. The responsibility to make them come to pass falls to the teacher. The feeling of partnership is an important part of teacher leader relationship in matters involving other staff. Two teachers selected interactions with the principal in consultation about committee progress as their very positive experience. In both absence and presence, the principal's interactions with teaching staff

about their colleagues is often a delicate matter wherein diplomacy and trust is key. Teachers enjoy the acceptance they experience when principals wait to "hear both sides." They decry the loss of control when this important step is omitted and reputations are impugned. In matters involving colleagues, teachers appreciate the leader sharing power with both parties.

Additionally, career and colleague domains converge when, both for the leaders and the teachers themselves, potentially problematic encounters take on elevated significance. As in other areas, communication anddiscovery are key components to emotionally and professionally congruent and correspondingly satisfying results. The empowerment of all parties in such cases, takes an extra effort on the part of the principal. The educational administrator who practises school leadership by "discovering" all pertinent information, actively"developing" teachers and self, "affirming" and "appreciating" people and their ongoing daily efforts, and who is diligent in communicating and correcting in respectful and meaningful ways that are "serving" and "sustaining," earns "credibility" as "honest," "inspiring," and "competent," (Kouzes and Pozner,1993, p.286 ) a credibility that is hard won, and easily lost.

Emotions: Self and Other

The sociological study and definition of emotion must begin with the study of selves and others, joined and separated in episodes of copresent interaction. Defining emotion as self-feeling returns the sociology of emotion to the world of lived, interactional experience. (Denzin, 1984:61.)

Teaching is not just a technical or cognitive practice but also an emotional one. (Hargreaves, 1998). Teaching expresses teachers' own feelings, and affects the feelings of others. It requires "emotional understanding" (Denzin, 1984)

Shared and shareable emotionality lie at the core of what it means to understand and meaningfully enter into the emotional experiences of another. . . . Emotionality, the process of being emotional, locates the person in the world of social interaction. (Denzin 1984: 137)

The Positive Emotions:

The Isolated Self : Making Connections

Self Worth

Teaching, even though it involves countless contacts with students and adults in any given day, often leaves a teacher's inner self hidden and alone, emotionally managed, as he/she lives with the imperative to appear controlled and professional at all times. Even though they must mask and generate many emotions to be effective in their work, teachers' own emotional needs often go unattended. Teachers' personal selves can be silent, hurting, lonely, despairing, or simply disconnected from the people who hold the power to control their working lives.

. . . there are grade five boys that take advantage of the situation when the teacher's busy at the doors and not watching the school yard. . . . So I approached as they were smashing each other to the ground and blatantly breaking all the rules. And when I requested that they go down and explain what they were doing to the principal in the office they refused. . . . Of course you can't help but get angry and agitated when those kinds of things happen.

So I hollered at him.. . .and then I came to follow up in the office and found him lying to the principal about what happened. . . That kind of thing is upsetting. Well your adrenalin gets going. It has to because an eleven year old is being defiant and all the younger children are watching. And so you have to be very, very careful in this day and age as well not to breach your role and not to get angry, and you don't want to make a public display. So that kind of restraint takes some energy to do. And then, sure, you're a couple of minutes late coming up to meet your class. And you're all wound up with dealing with that. I think a lot of teachers are aware of that. I know that I'm personally aware of that and I will shut that off, that's over. My kids might have seen me yelling, but then I turn around and the next second I'm communicating with them on a normal level. It's still bothering me, but I don't know that it's observable to the students in my class afterwards, no.. . . if you let those things bother you, it just causes stress. . . . I think the issue of stress is really important because there are so many things that can be stressful to a teacher that if they start to accumulate it becomes impossible I think not to let it overflow. Because if you have that incident with that child in the school yard, and then you're also not feeling supported by your principal, and then you're getting flack from parents who don't understand what's going on, and then you go out for an interview to get a job at another school and you don't get called back, and those things can be devastating to your self esteem. That's the kind of thing that I find to be really difficult. (47)

Subject and classroom balkanization, (Hargreaves and Macmillan, 1995) creates further isolation and the need for meaningful connection among the people that matter personally and professionally, which includes their administrators. Leaders make important connections with teachers, bridging the gap of isolation from self and other when they affirm their competence, talent and effort. When administrators, even in little ways, do things to indicate their appreciation, respect and value of what teachers do, this is one thing that connects the teacher to the work, and correspondingly to the professional self. A personal "thank you"(31) " a note complimenting the work even "a look of approval" (18) or an "arm around my shoulder"(30) to say 'I like what you're doing,' goes a long way to sustaining teachers emotionally in an emotionally demanding job. Interactions such as these bring a sense of "pride," feeling "respected," "valued," and "wanted." Knowing they are making a meaningful contribution makes a difference, emotionally, to teachers. This is the kind of interaction which engenders a sense of "emotional embracement" (Denzin, 1984) within which everyone thrives.

Belonging

For this reason administrators who create the ongoing sense that teachers are supported, cared about and known, contribute tremendously to the emotional climate within which teachers must produce the conditions necessary for learning. Correspondingly these conditions include the emotional understanding of their students. It is very heartening to feel emotionally understood. The sense of belonging comes from care and connectedness. Teachers in these leaders' schools just know. ". . . [W]e had a principal who I felt was interested in human beings as human beings and even his staff he considered human beings and important people. . .[W]e had another vice principal who . . . even when you screwed up he managed to tell you and be angry but it wasn't, there were no grudges and so that was all very positive" (36) The same principal was chosen by two different participants to exemplify emotionally positive interactions: "[He] was able to acknowledge what you were doing. There was an all pervasive feeling in that school, that he knew what you were about. He did it in very small ways. It could be a smile. It could be a note in your mailbox. It could be a chat over coffee. Somehow he conveyed it. He was very professional." (39) The

association between connectedness and professionalism is noteworthy. Educational leaders who find making connections with their teachers an important part of their professional interaction are creating the opportunity for emotional understanding. Teachers who enjoy a regular connection with their administrators also experience a general sense of well being from this connection. They report feeling "secure" "satisfaction" "comfortable." They are also "less afraid" and "able to do their job" (36).

In addition to receiving approval 'from the boss' teachers enjoyed working together with their leaders, being included, and consulted. They found this very satisfying and validating of their professional competence and personal worth. Administrators who are working with teachers as peers, connecting as equals, solving problems and creating possibilities evoke strong positive emotions." I felt proud that she thought highly of me, and that she had faith in me. I also felt a sense of camaraderie, that we were together. I never felt that she was my boss and I her worker. I never felt that way. And friendship. A friendship has definitely developed between us because of that. I felt excitement.. . . in terms of the interaction that went on between [us] I was just very happy to be a part of this, happy to be a team player, happy to be on the team and knowing that I was making a contribution to the team. So that was really, really neat." (9) This kind of example was chosen only five times. (9)(40)(6)(20)(49).When leaders shared power with their teachers, it was emotionally memorable and meaningful.

Empowerment

Administrators not only confer praise from above, collaborate as partners on projects, and connect with personal contact, they also provide support, in effect, from beneath the teacher, lending power to the teacherthrough their authority and willingness to respond to teacher requests. The willingness to 'bear the teacher out' or provide 'backup' with a difficult student, provides additional reinforcement of the teacher's message, and can involve affirming collaboration in the process. This is another kind of empowerment. One teacher expressed explicitly, the connection between administrative support and the freedom to use her judgement on matters of discipline and honest communication : "It's just a feeling that I can carry out my job and know that I will be supported in it. I'm not afraid to discipline appropriately. I mean I'm not into whipping kids or anything but I'm not afraid to discipline. I'm not afraid to contact parents. I'm not afraid to confront a parent on a serious issue. I think I'm [able to] act in an up front honest manner with your students, your parents, and your fellow teachers." (36) This was a direct result of the expectation that "backup" would be there if she needed it. Support was a frequently chosen category: support with discipline, with opportunities, with permission and special consideration, as well as ongoing support as an attitude or demeanor. The connection between feeling supported and being able to communicate honestly was mentioned explicitly in three different descriptions. Relationship builds the trust to be yourself. This is empowerment. Conversely, lack of or negative relationship between teacher and leader disempowers, as teachers spend energies watching their backs and concealing what they are really thinking, withdrawing that information from the leadership mix, and leaving the leader to imagine what people are really thinking and feeling. The connection between relationship and honest communication is an important leadership link. From the perspective of leader's own best interests, lack of relationship can be dangerous, leading to 'emperors' who 'run around with no clothes' unaware of things they need to know.

The data consisting of positive emotion provocations emerges in three categories: validation through commendation and consultation, caring and knowing, and supporting. These are three important and distinct but related dimensions of the teacher leader interaction pattern, and three potentially constructive bases for relationship.

Positive Emotions and Their Provocations

Validation:

*There were sixty examples upon which these categories were considered. ( Some teachers gave several situations and referred to several different elements, while others had none)

Over half (57%)of the positive emotion selections were occasions of validation through the communication in word and deed of professional respect. Within this group, 80 % of the examples concerned teachers being thanked, complimented, and affirmed in their professional competence, while 20% were examples of collaboration, consultation, feeling "part of a team," "having concerns taken seriously" and the like. Validation is something that is emotionally, cognitively and professionally powerful for teachers. Leaders provide an important aspect of this validation in teachers' working lives.

Care and Support:

Feeling cared about , comfortable, known and accepted in general and specific ways accounted for 18% of the total positive selections. "Safe," "security," "not afraid," "comfortable," "able to do my job," "positive" and "happy" characterized some of the 20% of responses which involved support -with students, parents, with personal problems. Principals can make all the difference in the affective starting point in a teacher's sense of belonging and safety at work.

No Comment:

5% of the teachers represented in this sample could find no positive emotional recollection upon which to comment.

Emotion and Position: Connecting from above, beside and below.

Leaders and teachers come together from their respective positions on the educational hierarchy, in effect, connecting from different vantage points as they share and use their position and power to do the work of schooling. Emotionally this positionality matters. In one sense, the leader leads from above, as the "power over" teachers is tangible and strongly felt in pleasurable ways when approval for work is offered and excellence acknowledged. In another sense, the leader leads by joining the teacher, consulting collaborating and caring when working side by side in the daily challenges of school life. Thirdly, the leader leads from beneath the teacher, lending support, bolstering, restoring confidence, even apologizing at times, giving power through themselves, to the teacher. These are three of a variety of positions from which connections between teachers and leaders are made, connections which are most assuredly felt by teachers.

Negative Emotions

The Threatened Self: Feeling Disconnected, Unappreciated, At Risk

Are teachers hothouse orchids or prima donnas? Do they have egos that need to be 'managed'? Perhaps. This is not surprising when we consider the emotional practice (Hargreaves 1998) that is teaching. Day after day after day, teachers must present themselves with confidence and poise, inspiring others that working together to learn is a highly worthwhile endeavor. Some days they must generate enthusiasm and even disapproval they do not really feel. In a sense this is a kind of performance which involves

emotional labour (Hochschild, 1983). Even though they must exude confidence, teachers may not actually feel it and all too often feel quite the opposite. On these occasions, no matter what they are experiencing inside, they must summon the courage to put on a brave face, and go back to the classroom, finding a source of this confidence, somewhere. Often this is entirely accomplished through successes in the teacher student relationship, but acceptance from one's students is not the same as respect and affirmation of one's colleagues or one's superiors. Furthermore, some days are more successful than others. On these occasions the teacher can experience a threatened self.

Teachers operate for the most part, without having regular feedback in the form of peer review, input from teachers and leaders which could affirm them, keep them or get them back on track. Administrators who may not actually know how good the conditions within a classroom really are, often measure teacher competence by general impressions formed in various, and largely indirect ways, from criteria which may not be reliable. For instance, having a quiet classroom, and no record of student discipline difficulties is often associated with good teaching. This may or may not be true. On the other hand, teachers who follow their training and instincts to create inspiring opportunities for students often risk their overall reputation with administrators who rely heavily on second and third hand impressions, gathered through hearsay or while speeding past an open door. The sound of peals of laughter may be the climax of a totally engaged group of learners who are all enjoying the intense pleasure of a shared joke in a lesson. It can also represent a classroom out of control. Ideally the leader takes the time and makes the commitment to confirm perceptions formed from a distance or second hand. However, schools, like most places are not very often 'ideal.'

Even teachers, who are sure of their work but unsure of leaders' impressions of them, suffer anxieties, fears, and doubts: ". . . saying I was the perpetrator of negative attitudes in the school is a pretty awful thing to say. When you stand for the exact opposite. That dug deep and I have never been able to quite get over that. . . . I was totally flabbergasted. I was so surprised that she had that impression of me" (3). "He just had this or I felt he had this attitiude. I just felt so badly."(26) "I feel quite confident that in one sense, if I was not doing a god job in my work in the library, I feel quite confident that my administrator, principal and vice-principal, would be talking to me about that. So it's not that I'm concerned that I'm not doing a good job; its' that every now and then everyone needs to have positive feedback, and I wish I had more." (31) "It didn't matter what I had done in the past I never got a pat on the back. I guess it was about time. I had feelings of resentment in the sense that- is it so hard to say you did a good job? Why couldn't she do that more often? Does she realize how many of us need that?" (3) Sometimes there is a divided self- the one who lives in want of approval, insecure about the impressions their leaders have of them. As well there is the self who in order to grow professionally, desires to risk and take creative chances, to experiment.

Word travels fast on the teacher grapevine. The teacher who has a high profile experiment that flops and is rewarded with censure and humiliation, learns from others and from direct experience, a painful and debilitating lesson. "Don't try anything 'too creative,' because if it fails, you may be sorry." Administrators who withhold their affirmation and those who overtly create a climate of fear and control, hobble their teachers, encouraging them to hold back, not to take any chances, and to play it safe. " I mean she came here with a very bad --------- . . . I met one woman through my previous school she'd been at and . . she informed me that she had personally got rid of twenty three teachers at the last school. And I thought, oh great! So, I get little guarded looks, . . I'm happy to receive five positive feedbacks from her just because I didn't know what to expect." In schools like these, the loss to students and to teachers themselves is immeasurable. Teachers fear each other, suspecting favoritism is connected to being an informant, and they fear the leader too. Ironically, fear may be foundational to work in many schools, an emotional common ground. Not only teachers but

leaders feel fear too. " I think she feels threatened by us. Maybe because we are strong personalities. I don't know what it is. She is a control freak. She tries to keep you under her thumb and if she doesn't feel that she has control over you then she gets a little upset herself" (3). Creativity is the spark of life for individual teachers and entire school cultures. The safety to experiment lies with the permission of the principal. The confidence to empower others may take courage in educational leaders to face their own defining fears.

Living without much input about what they do every day -as patterns in this data imply-can breed insecurity all on its own. If teachers and leaders do not even converge about teaching itself, it creates an emotional vacuum into which can flood fears borne largely out of professional and personal deprivation. Within this sample several teachers lamented the lack of input from their administrators about the work they do every day (4) (31) (7). In the absence of this input, teachers must infer, intuit, discern or simply imagine, how safe they are, or are not. It is the lack of relationship between teachers and leaders that perhaps stands out most prominently from this data. Infrequent contacts, of fleeting duration hold inordinate importance to teachers indicating clearly that despite the distance and disconnection that may characterize much of teacher leader interaction, the principal remains an emotionally significant other, in her/his presence, and even in his/her absence.

In contrast, professional collaborations and personal contact with their leaders can provide constructive feedback and an opportunity for connectedness that increases the chances of growth and development by allaying fears of stasis and stagnation. "His one piece of advice was to seek out a mentor- a person or peer who you sort of felt was along the same philosophy lines and someone you could try to emulate. That was very good advice so I found it a very positive experience. . . . I felt it was nice to feel that people were interested in my developing"(13). "I find the current vice-principal to be very supportive. . . . they go out of their way to be respectful of your opinion and your goals. . . I have felt very well supported and given a lot of opportunities" (47). Emotions are foundational to a professional confidence which is based, not on false pride, but on the realistic expectation of opportunity and encouragement for improvement and self-actualization. While it is possible for teachers to spend their entire professional lives in virtual isolation from their peers, depriving them of a valuable interactive dynamic, inevitably contacts with the principal will occur. Quite simply, these can be defining moments in a teacher's life.

Without professionally meaningful contact, loneliness, professional angst and the anxiety of self-surveillance can permeate teachers' consciousness. This is in effect a constant state of 'injury' that goes with the general working conditions of the teacher. For the most part, the reward, motivational energy and the courage to face inner fears of inadequacy, must come from within, in connection with the students and the work itself. Retaining faith in oneself is an emotionally demanding challenge. Knowing you are doing your best is one thing. Knowing your best is good enough is another. Yet, teaching is like that. For the most part, you work 'alone.'

Administrators have many contacts with adults - other administrators, some teachers with whom they initiate contact, still others who seek them out. Parents, trustees, superintendents, police, counselors and social workers are among the many adults in the leaders world. Even so, few of these contacts offer performance feedback in direct explicit ways, although this may be implied. Presumably administrators may be left similarly wanting for honest feedback about what they do. This is an area worthy of further study.

Juxtaposed to the leader's self perception which may potentially be skewed through the lack of authentic feedback, and even distorted by impressions which may be more a function of the status of their position than anything to do with the leader him/herself, is the multiple levels of vulnerability of teachers. In their classrooms is established the emotional baseline.

The coping must continue there at all times. To this is added the lack of adult contact in general. Thirdly, the lack of professionally reliable feedback about their work makes the life of the teacher a life of emotional demands and social, isolation from peers. Often the only time they hear anything about what they do is when they are doing something wrong. It is little wonder that a small criticism can seem like a large insult added to the injury of continuous isolation. In this context, what administrators say and do to their teachers meets teachers at a point where they are in effect then, quadruply sensitive.

Some handle this vulnerability by having nothing to do with administrators at all. One teacher preferred not to be exposed to the risk of even talking about an administrator in interview and remained silent on the subject (41). Another had no recall of any emotionally positive encounter (1). A third said "I don't really interact with them... . Unless it's really a discipline problem, I don't really relate to them. If I need advice how to handle a class usually I just ask a colleague"(27). It is not surprising, with the degrees and dimensions of emotional significance that an administrator may hold for a teacher, and the sheer emotional intensity that interactions with them may involve, that some teachers simply withdraw.

Are teachers too hot to handle or is it "the dynamics of who is in administration that is really the issue" (1) ? In working directly with students, teacher's personal capabilities and professional skills must coalesce in ways not just anyone could accomplish. Perhaps they do require a little 'special treatment' if leaders want the entire school organization to flourish. Perhaps more importantly than many of their other functions, administrators can be a support and catalyst to the creative capacity of their teachers, helping them to release their energies where they are needed, in their work with students. Anything they do which complements this teachers' purpose is congruent with the reason schools exist. Anything they do that detracts from this same purpose can be dysfunctional to the entire school organization.

Negative Emotions and Their Provocations:

Invalidating:

Invalidate: to disable or weaken or lessen the force of; to destroy; to lessen the strength or validity of;

-Webster's New Twentieth Century Dictionary.

The already pressured 'self' of the teacher who receives disrespectful, unfair, invalidating treatment undergoes intense emotional pain. Reflected time and again in descriptions of difficult and uncomfortable memories, teachers told of being "angry," "hurt," "flabbergasted," "humiliated" and "fearful" when the professional self was threatened. These were fresh recollections of what were perceived to be wholly unjustified treatment. Some chose memories from decades before, wounds that would not heal. In similar proportions to that of the validation category, from the positive emotion subset, over half (51%) of the examples depicted scenarios of invalidation. Within this group 38% involved being criticized, misjudged, publically humiliated, undermined and professionally derailed. This power over style of interaction was damaging. Another aspect of this category, composed the remaining 13% of the descriptions involving being "ignored," "brushed off," "not consulted," overruled, and being marginalized from the professional interactions on matters and processes to which teachers might reasonably expect entitlement: respectful consideration and authentic collaboration. These occasions, which teachers report make them "upset""frustrated."and "very, very angry" are also characterized by a power over tactic, whereby interests and concerns are dismissed or never consulted. Teachers in these situations were understandably indignant.

Harm, Betrayal, Manipulation and Broken Trust:

In this category, teachers depicted various occasions. For example, trust was broken when a transfer was blocked:

. . . he did it for his own self-serving purposes. And it was very negative. . . It was really awful. . . Oh, I was drained. You know, I get really , really angry and annoyed at that. I didn't want anything to do with him for the longest while because this was something you just don't do. You know in our board, if teachers arrange a trade or a change of some kind, that's a fait accompli.. . .I'm not sure he liked the other person coming in, that's all. For his own benefit, you know." (10)

A promise was broken:

I was taking this site administration course. . . I was asked if I'd like to take it through the school, and I said yes.. . . the principal had said yes, I'd be going. So then it was well maybe you are/you're not. And of course then your March Break is on hold also. . . .I found that very discouraging" (34).

A career was marred:

And I went into his office to confront him about this. And I said, "Why was I put on surplus? Like I want to know what criteria were used." Because I know that he had said before that I was a good teacher. And I knew that I was doing a good job. And I was doing student council. I was coaching. I was involved. . . So I was really angry. And I said, "what criteria ?" and he hemmed and hawed and then he finally said, 'well , you know, sometimes the personality of the individual has an effect." So I turned to him and said, "So I have a lousy personality, so you put me on surplus. " So he said, "Well if that's how you want to feel about it." And I said, "That's exactly how I feel about it. And this letter that I have here that's putting me on surplus, I will keep it forever as an example of just what kind of travesties that corrupt people can enforce." He was turning red at what I was saying. I was really angry. I still have that letter by the way. I still kept it. That was the worst conflict that I ever had. That's one of the reasons why I got out of teaching for a while.(45)

A program commitment was not honored.(8) Deceptions were feared that would manipulate and harm. (4) At the least they were sick of 'jumping through hoops': " I would rather facilitate something and I find people who insist on hoop-jumping to be the opposite and I am impatient with that approach"(19). A negative job reference threatened professional reputation (48). Depicting a sense of powerlessness and violation, these descriptions showed damage had been done not only in the teacher's career but to their perceptions of the administrator as an individual: "This is a manipulating man. He likes to control people."(10) In another case the experience had jaundiced the teacher's attitude toward administration in general: "I do feel negative towards administration but we have two very fine administrators. That has tempered other situations in the past . . ."(16). Leaders new to a school encounter an emotional memory vine of associations with leaders whom teachers may have known. Thus they may encounter attitudes which crowd out the possibility of new relationship shoots. It may take patience and persistence, to replace cumulative negative emotional energy, which has left teachers feeling hopeless, disappointed, angry , hurt, and frightened. A full 25% of all negative descriptions throughout the sample fall into this most intensely negative category. Leaders who damage teachers' trust take a toll on potential

possibilities in ways that are largely unseen and unheard, but not unfelt. The new leader has, among other challenges, emotion work to do.

Lack of Support:

Finally, teachers talked about being 'let down,' experiencing a lack of support, when administrators failed to meet their minimum expectations, and did not back them up with students or assist them in meaningful ways to help provide opportunities for students, and for themselves. Lack of support characterized 23 % of the overall responses in the negative category. Repeatedly teachers recalled lack of office support in emotionally negative ways. For instance, this teacher was feeling that the administration

has been ineffective in dealing with discipline problems. We get back to the tussle in the hall. I knew why the other two teachers hadn't sent either of them down because nothing would happen. The problem would not be dealt with. This is resulting in a lot of negative feelings. It is very disquieting. It is very unsettling. I think tension in any community affects all the members.(13)

Not all teachers attributed the lack of support and relationship to individual leader disinclination. One teacher, who did not have an emotionally positive encounter he could recall, did offer an appreciation for the systemic factors which mitigate against more meaningful relationship.

I never really felt that there was that same sort of connection with administration. The administration that we have now is to me a breath of fresh air. They are very dynamic. They are much more personable but they are very busy. Things are getting pushed further down in the system so you don't have time for the personal relationships and the personal contacts. I think that that is really tough for them to do. I think it was better at the beginning, it became worse, and it's a little bit better now. I think it is the dynamics of who is in administration that is really the issue.

The personal dynamics; the way of being and relating; the time spent in personal relationship:

it is not what you say or do that people will remember, but the way you make them feel.

COMPARATIVE ANALYSIS

Emotions and Provocations: A comparison of school levels

Secondary Schools

Leader's Actions and Inactions: What do Leaders Do?

According to the teachers in this sample what do Secondary School administrators actually do that makes teachers feel emotionally positive? They show their respect for them when they hire them, and rehire them (4/28)(2)(9)(17)(51); they commend them with a note of congratulation for a PD workshop(3), a smile of acknowledgement for a well handled field trip difficulty (18), a note of thanks (19), a note of commendation (23), a gratuitous compliment -" if all teachers were like you, my job would be much easier" - (30), a "big thank you" (35), or a focussed compliment (42) (7/28). They support them with parent and student challenges (2/28) 6,34) and in their efforts for kids (1/28 )( 45). They create an emotionally

safe environment within which teachers can take creative risks (1/28)(36); by being approachable(1/28) (43); caring and having a sense of humour (1/28) (45). They are cooperative and genuine, taking a personal interest and doing what they can to make things easier in times of personal and family difficulty(5/28)(8)(14)(25)(28). They apologize and admit mistakes (1/28) (15). They consult and collaborate and ask their teachers for advice (3/28) (16),(20),(49).They take an interest in and assist teachers in accomplishing their professional goals (1/28) (48). They listen (1/28) (21).

What do elementary administrators do that is emotionally memorable for their teachers? Similar to their secondary counterparts, elementary administrators evoke positive emotions from their teachers when they show them respect. For teachers in these elementary schools they do this when they hire them(3/21) (53)(54)(44);commend them (6/21) (4)(11)(22)(24)(31)(37); care about and know them (2/21) (5) "He did it in very small ways. It could be a smile. It could be a note in your mailbox. It could be a chat over coffee."( 39) ; share perceptions with them(1/21) (10); take a professional interest in them(6/21) (13)(47)(32)(33)(29); apologize to them(1/21) (26); support and trust them (2/21) (12) (52).

Teachers' Actions and Inactions: What do Teachers Do?

What do secondary school teachers do that evokes the commendation of their administrators? They give a professional development workshop( 3), handle a field trip problem(18), do IPRC paperwork that reflects a good knowledge of their students(23), make their principal's job easier(30), and notice the suicidal student(35). Regular classroom work was not cited for its ability to evoke positive emotional memories of administrator interactions for these secondary school teachers. Some lamented this. (3) The day to day excellence goes largely unnoticed and unnoted.

What do elementary teachers do to win the praise of their administrators? They give a good performance on parent information night (4), write report cards that reflect good knowledge of their students (11), make a positive contribution throughout the school (22), do things with their kids that the principal likes (24), do a good job on music night (31), give a good lesson during their teacher performance review. Like their secondary counterparts, elementary teachers commented that commendations come all too rarely. Even though there was one reference to a vice-principal who "saw my teacher evaluation report" and said "this is brilliant" no teacher reported a positive experience in connection with regular day to day efforts in classrooms with kids(11)(31). Taking secondary and elementary participants combined, in addition to the reference to having read a complimentary teacher evaluation report, only one reference was made to "the things I do with my kids" (24), which might possibly be inferred to mean in the regular classroom. All other commendations were received in connection with special occasions or high profile activities.

A comparison of the secondary with the elementary interactions suggests that contact with their leaders about everyday teaching may be longed for and lacking. For administrators at both levels occasions for positive interactions with their staff may have more to do with their own domains of concern than those of the teachers.

Domains of Concern Converge: The Leader's Domain

What is it about teachers that does matter to their leaders? The things that teachers do which affect their leader's or the school's public image, matter: the diplomatic handling of a crowd of parents at music night, the report cards, the IPRCs, the parent information night.

I think that many administration are too concerned about the way they appear to the community and by appear I mean physical appearances, involvement

with police . . . umm . . . it's like an image thing and I don't think that that's a school administrator's job necessarily. I think that the way the school truly runs and what the kids are getting out of it and how we . . . how our kids grow up in our school and what they accomplish is far more important than the way the outside of the building looks, the way the people look to the parents, the way we look to the Board. (36)

It may not be that what goes on, day to day, in classrooms does not matter to administrators, but if it does, it may be important for them to indicate this, regularly and in particular ways to their teachers. The data from the emotionally positive interactions does not indicate very much administrative awareness of or desire to encourage and reward classroom excellence. In all fairness, adequate classroom performance may simply be assumed. This assumption however, may be taking a toll on students, teachers, and the teacher leader relationship, with implications for the entire school.

Negative Emotions and Their Provocations

In Secondary Schools

What do secondary school administrators do that evokes emotionally negative memories? They demonstratedisrespect and disregard for their teachers in various ways. They neglect to follow through with committees they've had created (1); fail to support teachers with student problems, refuse to reinforce the teacher's position in confrontations with students (6)(40)(35)(55)(15); or show disregard for teachers' personal concerns, like pregnancy (25); they fail to honour promises about program ( 8), or conference permission (34); become over-controlling and insist on teachers 'jumping through hoops' and unnecessarily going through the motions (19)(36)(51) rather than 'facilitating' They communicate impersonally on sensitive matters like date of retirement(30); they ignore, dismiss or 'brush off' their teachers concerns (23)(18); andreprimand demeaningly, publicly, unfairly, based on hearsay and without consultation (2)(3)(9)(28)(42)(49). They interfere with and damage careers through careless performance reviews, put a teacher on surplus based on a personality conflict, fail to back the teacher in career threatening accusation of a lying child, make unfair course reassignments, make a spuriously negative job reference as in for "doing too much." (17)(45)(55)(21)(48).

Attitude and Approach: Communication

Leadership work involves correcting problems and addressing inappropriate behaviours and undesirable attitudes. Teachers do not take issue with these functions of their administrators, but they do have strong reactions to the way these things are handled. Communication which is in private, respectful, and fully involving the teacher's voice without prejudgement are essential to preserve the sense of fairness and respect in the teacher leader relationship. Interactions involving reprimands, about which these secondary teachers harboured negative emotional memories, did not have the preferred characteristic of being consultative, and often caused alienation, damaging the relationship. Some involved day to day proceedings (2)(3)(9) (28). Others involved career and job assignments(17) (45) (55)(21). Many were recalled bitterly, re-experienced as scars that had not healed. Some "never got over it." (3)(45).

Secondary School Teacher Actions and Inactions:

What do teachers do to provoke negative interactions with their administrators? According to the examples chosen by the secondary school teachers in this sample there was little they did to deserve the damaging criticism and interference they suffered. Not surprisingly

perhaps, all of the examples of negative emotional experience shared the characteristic of lack of justification. This ingredient seemed to lend the emotional intensity to the experience, a negative intensity they would not soon forget. What did they actually do? A female secondary school teacher in the 31-35 yr age group swore at a student for effect and was reprimanded by her female principal. She did not share the principal's interpretation of the situation but feared for her career ( 2). A female secondary school teacher in the 26-30 age group , offered unwelcome help by trying to control a student in the main office while the male VP was busy and was "yelled at in the office. . . humiliated. . . told to mind her own business" (9). A female secondary school teacher in the 31 -35 yr. age group was having difficulty with a committee's progress and got unwarranted and unrelated criticism of her teaching strategies by her male principal(28). A female secondary school teacher in the 31-35 yr age group was accused of deliberately missing a supervision that she had not missed (49). A female secondary school teacher in the 21-25 yr age group was given a negative job reference by her female principal for "doing too much." It is interesting to note that these are all the descriptions which involved overt criticism and interference wherein the teacher's alleged culpability was explicitly cited. Significantly, all of these participants were female and under 35. All felt the reprimand was unjustified.

Negative Emotions and Their Provocations

In Elementary Schools

What do elementary school principals do that evokes emotionally negative memories for teachers? They allow the tone and climate of the school to deteriorate; "create pervasive suspicion that they are not on your side" (4); teachers leaving, parents unhappy, people feeling powerless (5); they fail to support teachers in student discipline (13) and neglect to keep an eye on problem teachers (39); they neglect to thank or acknowledge (7), (31); they yell, damage and humiliate (47); they ignore, and don't consult (53) (24) (32); they control and overrule, asking teachers to conceal illegal matters (26), they deny the request for a violent student to be removed (11), and they refuse a requested substitute teacher while the regular teacher is on leave(29). They interfere or unfairly manipulate timetable (54); they force teachers to work where they are not qualified (52) and they block a transfer to another school (10).

What did elementary school teachers do to provoke responses from their leaders that were emotionally negative for them? According to the details of the descriptions among the elementary teachers in our sample, absolutely nothing!

Gender and Level: Comparative Analysis

Level and Emotion Gender Distribution

secondary school positive: + n = 26 ( m10 f 16)

elementary school positive: + n = 21 ( m 8 f 13)

secondary school negative: - n = 27 ( m10 f 17)

elementary school negative: - n = 17 ( m 7 f 10)

Gender and Emotion Level Distribution

all females positive: + n = 29 ( ssf 16 esf 13 )

all females negative: - n = 27 ( ssf 17 es f 10 )

males positive: + n = 18 ( ssm10 esm 8 )

all males negative: - n = 17 ( ssm10 esm 7 )

Emotions:

Anger and frustration

Both elementary and secondary teachers express significant amounts of anger and frustration, slightly more in secondary 55% (15/27) than elementary 41% (7/17). Secondary females are more angry and frustrated than males: 65% (11/17) vs. 40% (4/10). Elementary females are significantly more angry and frustrated than their male colleagues: 50% (5/10) vs.28% (2/7). Overall, females are noticeably more angry and frustrated than males: 59% (16/27) vs. 35% (6/17).

shock, disbelief, hurt, humiliated

Secondary teachers spoke more often than elementary teachers about shock, disbelief, hurt,

and humiliation: 37%(10/27) vs 12% (2/17) with only slightly more references to these

kinds of emotion among secondary males, 40% (4/10), than females, 35% (6/17). Two elementary males and no females made similar references. Overall, more males than females 35% (6/17) vs. 18% (5/27) reported being affected in this way by interactions with their leaders.

being known vs. anonymity

Being known was a positive provocation among elementary teachers reflected by 14% (3/21) who indicated this. Whereas no secondary teachers chose those particular words. Correspondingly, 12% (2/17) of the elementary teachers referred to being not known or unknown as a negative provocation.

fear, distrust, demoralization

More fear distrust and demoralization was mentioned among elementary than secondary school teachers: 29% (5/17) vs. 17% (3/27) Elementary males were more fearful and mistrusting than females: 42% vs. 29%.

pride, respected, valued, wanted

Pride was mentioned by 11% (3/26) of the secondary teachers. Two of the three were men. No elementary teachers referred to pride. Equal references to being respected, came from secondary, 15% (4/26) - all females- and elementary 14% (3/21) - two females and one male.

Similarly, being valued and wanted was evenly distributed at 14% (4/21) in secondary - three females and one male- and elementary 15% (3/21) - two females and one male.

safe, secure, unafraid, relief

Elementary teachers made slightly more references than secondary teachers to being safe and secure: 24%(5/21) [ 23% (3/13) of the females and 9% (2/8) of the males] vs. 19%(5/26) [20% (2/10) of the males and 19% (3/16) of the females]

happy, good, positive, terrific, nice

Twice as many references to feeling happy, nice, positive and satisfied were made by elementary teachers than there were by secondary teachers: 33% (7/21) [30% (3/10) males and 6% (1/16) of the females ] vs. 15% (4/26) [37% (3/8) males and 31% (4/13) females ].

Provocations of Emotions : Positive

being validated:

-affirmation

More of the positive emotion experiences were for being validated than any of the other categories and most of the validation came from affirmations such as being hired and rehired commended and thanked. Elementary and secondary teachers indicated they had been commended in similar numbers: secondary at 58% and elementary at 57%. Females made more references to these kinds of interactions than males in both secondary – 69% (11/16) vs. 40% (4/10) – and elementary – 77% (10/13) vs. 25% (2/8). Overall 72% (21/29) of the females in both levels referred to being commended, while only 33% (6/18) of all of the males did so.

-being included, involved, consulted

Among secondary school teachers, 15% (4/26) referred to being involved or consulted. [30% (3/10) of males and 6% (1/16) of females chose this provocation. One elementary school male (5%) chose being consulted and no elementary school females did so. This may indicate that collaboration between leaders and teachers is occurring slightly more in secondary schools than elementary schools and more with men than with women, but by and large it may not be happening at all.

being supported:

Both elementary and secondary teachers value being supported. 33% (7/21) of the elementary school teachers chose to speak about situations of support (37% of males and 31% of females) while 19% (5/26) of secondary school teachers did so, equally distributed among males and females.

being cared about:

Secondary school teachers - 31% (8/26) - spoke of being cared about, with males and females in equal proportions, twice as often as elementary teachers - 14% (3/21).

Provocations of Emotions: Negative

being invalidated:

- being insulted, criticized, disrespected

Female Secondary school teachers spoke over twice as often as male secondary school teachers of being criticized by their leaders. 53% (9/17) of secondary school females and 20% (2/10) of secondary school males detailed recollections of this nature. Only one elementary school (male) teacher (6% of all elementary teachers, and 14 % of elementary school males) and no elementary school females referred to this kind of occurrence. This finding indicates a contrast in the treatment of elementary teachers compared to secondary teachers and certainly female secondary school teachers compared to secondary school males.

- being ignored, brushed off, not consulted

By and large, teachers at the elementary and secondary levels are not being consulted or involved with their leaders and this matters to them. Lack of collaboration, consultation and involvement evoked anger and frustration among secondary school males 40% (4/10) [vs. 5% of ss females (1/17)] and elementary school females 80% (8/10) [ vs. 28% (2/7) ].

Female elementary school teachers were more angry about being ignored, brushed off or dismissed than any other provocation. It is worthy of note that indications of collaboration for positive effect were lacking for the most part in both groups and that not one elementary female recalled consultation or collaboration with a leader.

being let down, not supported, no backup, follow-through:

More secondary school teachers, referred to lack of support and being let down than elementary. 33% of secondary teachers [ 50% (5/10) males and 23% (4/17) females] chose this condition. Males are significantly more highly represented for this provocation than females at the secondary level. Among elementary school teachers, 12% ( 2/17) chose this provocation with males 14% (1/7) and females 10% ( 1/10)

being harmed betrayed promise/trust broken:

Instances of having promises broken or being betrayed, manipulated or having trust broken were mentioned with similar frequency in elementary and secondary settings, although males referred to these kinds of examples more than females in both groups. This kind of example was described by 22% (6/27) of secondary school teachers [30% (3/10) males and 18% (3/17) females] . Among elementary teachers 29% spoke of examples in this category [ 43% (3/7) males and 20% (2/10) females.]

Gender of Administrators

From the transcribed interviews in which both the gender of the participants and the gender of the administrators to whom they are referring are indicated, some interesting findings

emerge. To exemplify negative emotional interactions, male administrators are chosen more often than female administrators by all four groups: male and female secondary teachers and male and female elementary teachers. Secondary males chose male administrators exclusively. Just over half of the secondary females chose male administrators. Elementary males chose male administrators for negative emotional interactions 3:2. Out of twelve complete transcripts from elementary females, only four indicated the gender of the administrator. Three of the four chose male administrators.

To exemplify positive emotional interactions, among elementary teachers, male administrators are more often chosen over female. Initially one might surmise that there are simply more male administrators with whom teachers would have experiences of either an emotionally positive or negative nature and that this could account for the imbalance. Indeed, among the elementary teachers in this sample, male administrators were chosen over female administrators by males 3:2 and by females 6:5. However, in secondary schools, for emotionally positive interactions, female administrators were chosen by men 6:5 and by women 8:4 over male administrators, suggesting a potentially meaningful connection between the positive emotion and negative emotion findings in secondary schools. The female administrators are under represented in the negative category and over-represented in the positive category, suggesting the possibility that female administrators in secondary schools are more likely than their male counterparts to make an emotionally positive contribution to teachers working lives. In elementary schools, since selections of male administrator interactions outnumber those of their female colleagues in both positive and negative categories, it is not as easy to determine why. The percentage chances of the elementary teachers in this sample having worked for a female administrator at all are not known. Of interest for further study could be the connection between the same sex and opposite sex choices among teachers and leaders. However, a larger n will be required in order to infer statistical significance. Nevertheless patterns in gender reflected in this data are worthy of further research.

Comparative Analysis Summary

Female secondary school teachers receive more compliments and more criticism, and perhaps more communication overall than their male counterparts do with their leaders. They report being affected in an emotionally negative way, more for criticism than lack of support or lack of consultation. Positively, they cited being hired and rehired, thanked and cared about more than other provocations. However, secondary females are not much more included or consulted than their female elementary colleagues. Do school administrators continue to operate on assumptions about females and secondary education that harken back to biases of the educational administration culture that was established early in the past century? (Blackmore and Kenway, 1993). Female elementary school teachers describe an interaction pattern that leaves them largely disempowered and marginalized from their leaders. A full 80% of the elementary females interviewed described instances of being ignored, denied, not considered, being brushed off or having a request denied, being told to keep silent, having promises broken, feeling controlled and forced to do things for which they are not qualified. In the positive vein, elementary females refer to being commended, supported and known, more than their secondary female colleagues. However, only one female in the whole sample reported being supported in the sense of being encouraged to try new things when her ideas were met with approval. Her description of empowerment stood in sharp contrast to her elementary female colleagues for whom support meant things like having the principal along on a camping trip, or finding the principal a generally caring and "supportive" person.

Secondary males spoke in terms of administrators not doing their job, making the teacher's job more difficult and generally disappointing their expectations. They were more direct and

explicit about their leaders: not handling attendance problems, interfering with their timetable, declaring teacher surplus, refusing to test a special needs child, creating more work for them by being "lax" failing to provide backup when wrongly accused, and playing games or being careless in the wording of a performance review. No male secondary school teacher referred to receiving criticism per se, at all. This finding stands in direct contrast to their female secondary school colleagues among whom 53% had received criticism and had attached emotional importance to the incident. Furthermore 30% of the male secondary teachers referred to being consulted or included, in effect empowered. While this is still a low figure it may be important to notice it is associated with the secondary male. Combined with the picture for females in both secondary and elementary schools these findings support a critical feminist alert to the real possibility that leaders continue to contribute to the perpetuation of a gendered culture in schools, a factor which may play a role in a residual resistance to creating new cultures in schools (Blackmore and Kenway,1993).

Conclusions

Key Concepts

Inherent in the notion of relationship is, among other things, having a history, and as that history is accomplished, an alignment of memories about how people treat us and how they make us feel - a truing up of 'the books,' 'the records' as it were - that may or may not build a sense of trust and safety, a feeling of security about the way things are and over time, the way one may come to expect that things will be. The relevance of certain concepts emerges from the findings in the data of the present study. These includeConvergence, Congruence, Counter intuition, Connectedness, and Emotional Accountability. These concepts as they relate to the emotional experience of educators, may assist us in deepening our understanding of teaching and leadership in schools.

The necessity of Convergence. . . and Congruence.

Being in the same place and time is not enough. In order for functional relationships to exist, there must also be understanding, "emotional understanding" (Denzin,1984) that comes of appreciating each others' needs, interests and goals. In our schools, students, teachers and leaders converge in the same space. On the surface of things they have a common purpose, an apparent congruity in their shared concern for students' education. However, looking beneath the surface, through the lens of emotion, we see a picture of teachers and administrators with different points of departure on 'school', and yet perhaps very similar feelings about having anyone "interfere with their education"[emphasis added]. Despite the proximity and apparent sameness in their reasons for being there, teachers, leaders and their actual domains of concern reveal they may be, to each other, relatively "Unknown Citizens"(Auden, 1940). There may be convergence but not congruity between what teachers and leaders hold dear.

Courage and Counter intuition

Students, teachers and leaders, all of the individuals in our educational communities come together for 'school.' However, there is a variety of emotional meanings associated with 'school' and one's place in it. Discovering, appreciating and respecting these differences, rather than threatening relationships, can provide an authentic basis upon which to build them. A reciprocal flow of emotional meanings, be they similar or different, can lead to emotional understanding (Denzin, 1984). This is the basis of a healthy emotional economy, a fair exchange. Alternatively, erroneous assumptions and "spurious emotionality"(Denzin, 1984) -associated with misunderstandings about their actual domains of concern- can be a source of emotionally destructive clashes of interest and purpose.

It is natural for people to thrive together if they do share in the same purpose, combining energies for a common goal. Teachers and students, even though they enter the domain of the classroom from different points of departure, can, when their concerns are congruent, enjoy the learning together. At the best of these classroom magic moments, shared total engagement leads to 'flow' (Csikszentmihalyi, 1990; Beatty, 2000a ) and the work can become pure pleasure, an 'out of time,' energizing pursuit. Similarly, from the data in this study, when teachers work with their leaders, on the same challenge, putting their heads together, being consulted and feeling like a valued team member, this is intensely pleasurable, emotionally meaningful and memorable for them. However, this kind of interaction was mentioned only four times.

More often, loose connections and clashes of concern raise questions of crossed purpose and incongruent priority, indicating there may be a serious lack of appreciation and emotional understanding between teachers and their leaders. This is reflected in various ways throughout the data. Patterns in this data suggest possible differences in teachers' and leaders' domains of concern, which may undermine connectedness and thwart real relationship. In addition, assumptions of sameness in purpose and priority, leave incongruities unexplored, and feelings of conflict unaddressed.

A culture full of silence and emotional subversion pervades much of school life. Teachers and leaders, in the name of 'being professional' and at the expense of deeper human understanding and authentic relationship, unquestioningly accept the need for 'control' and the pursuant demands of complex organizational processes. Teachers and leaders must 'manage' large numbers of 'relationships' every day. However, their relationships with each other often fall short of, or even compromise each others' capacity to do this well. This may stem in part from the lack of reciprocal flow of emotional meaning. They do not tell each other how they really feel or how they are interpreting their feelings. Nor do they discuss the meanings about themselves and each other that they are attaching to these interpretations. This code of silence often precludes the possibility of greater candour which could be useful for organizational change. Without this communication they cannot transcend the barriers of their separate domains, and their different knowings of 'school' and of each other. The imperative to retain a professional 'cool' often prohibits honest disclosure and buries authenticity in deference to a pseudo rational reality that no one believes for a minute actually exists. And so leaders and teachers 'play' school, just as villagers and emperors play at fashion. Events like the shootings at Columbine in 1999, and recent word of court proceedings in the UK over teachers' illnesses being linked directly to the stresses of their work are indications, that emotional realities are pivotal to the health and safety of all individuals in schools. To do 'school' well, together, teachers and leaders need a deeper understanding of each other and of themselves. Thus we have in focus the paradox of emotion and educational leadership, the dichotomy between the way leaders and teachers believe they must seem and the ways as highly functioning multi-dimensional human beings, they need to be. Emotional control is one thing. Emotional numbness is another.

Teachers who have fears about their leaders, presumably have leaders who may fear them too. Fears can define relationships, limiting the scope of what individuals may accomplish together, and shifting the focus to other things. It takes courage and counter intuition to face inner demons and it takes a brave reflective stance to overcome traditional barriers between teachers and leaders, something both can initiate, but something each must do for her/himself. Instead, all too often, teachers and leaders experience the discontinuity of scrambled ideals and hidden agendas, resulting in suspicion, caution and defeat.

Commitment . . . to Connectedness

There is a powerful synergy in connectedness when it is coupled with commitment. When teachers and leaders counter intuitively 'move toward the danger'(Maurer,1995) they discover the need to reexamine assumptions and beliefs about school, about each other and about themselves. They also discover the need to question some of their convictions in order to open themselves to the possibility of learning from each other. This process calls for "breaking the silence" (Beatty, 2000b) on emotions in order to discover the uncharted territory of what teachers and leaders are really feeling. Placing emotional meaning higher on teachers' and leaders' agendas can only increase the possibilities for more authentic and educationally and personally rewarding teacher leader relationships.

Emotional Accountability

Educational leaders in order to take responsibility for what they do, need to be emotionally accountable too. There is an emotional economy in a school. The leader is not an emotionally neutral factor. Whether by omission and commission, s/he is always adding or subtracting from the affective bottom line. The spirit of a school is a matter of emotion. Every day, educational leaders make decisions, communicate and act in ways which carry, safeguard, ignore, and even jeopardize the 'spark.'

Teachers need validation and respect from their leaders and peers. When the constant state of deprivation in this regard, ' the injury' is added to by a leader-inflicted emotional 'insult,' it is not surprising that teachers suffer stress and depression, becoming disconnected from their source of pride and courage, their belief in themselves and their efficacy in pursuing a shared purpose. In this sense they become quite "literally demoralized" ( Hargreaves, 1998). Teacher self-efficacy is easily shaken by an attack from an administrator. What teachers do in classrooms leaves them so emotionally vulnerable and overextended, that being undermined, misunderstood or wrongly accused by their principal can have serious implications for psychological and physical well being. When teachers become disconnected from their power, their faith in self, their source of energy is threatened. Coupled with a loss of power from unavailable leadership support, teachers become even more isolated, and anxious, contributing to a pervasive level of stress that can be debilitating. Conversely teacher self-efficacy is a powerfu,l emotionally based source of constructive energy that propels teachers to try and to succeed.

Emotional accountability deserves further study as it bears upon effective school leadership. Schools run on love - of the kids, the subject, the work, the hope, the possibilities, the smiles of satisfaction, the looks of appreciation, the little things that keep teachers and students and leaders going. The principal whose interactions with staff undermine this all important source of energy by creating a dissociation between teachers' self confidence and their professional self image is like the captain drilling a hole in her/his own ship. No matter how hard you bail it's always sinking. Leaders who cause teachers emotional damage would be wise to reconsider the cost effectiveness, if nothing else, of dis-integrating a teacher's self, a precariously balanced entity that is already overtaxed. Leaders who are sensitive to teachers needs for congruity and emotional understanding in their professional relationships with their leaders can provide invaluable support and catalyze creativity that can benefit exponentially, the whole school community.

Creating the Culture: Implications for Leadership

Leaders who consider the results of this study may be wise to concern themselves less about running schools that are highly controlled, 'tight ships' and more about creating 'tightly knit communities' which can respondtogether with strength and flexibility in a changing world of ever shifting demands on its educators.

What Teachers Want and Need From Their Leaders

Data from this study clearly indicates that the things leaders do and don't do matter to them, emotionally and professionally. If a leader were to ask teachers "What do you need from me so that you can be the best you can be?" and we were to infer from these findings what teachers need and want from their leaders it would be the following: less telling, ordering, humiliating, prejudging, relying on hearsay, interfering, manipulating and controlling and careless, career affecting decision making and job referencing. It would also be moreconnectedness and a commitment to professional relationship: thanking, commending, and appreciating, asking more than telling, listening, consulting and collaborating, considering together the apparent inconsistencies and incongruities when their professional concerns about career, students, school climate, organizational procedures, and their colleagues inevitably converge. It would also be more support : reliable disciplinary backup; pro-active participation in their professional development and career path; genuine interest in and commitment to a shared purpose in creating better classroom and other opportunities for kids; and again, a more consultative role in these and other matters including organizational procedures and interactions involving their colleagues. It would also be more courage to change the pattern of communication and the traditions that dull expectations.

It takes courage to risk making contact, apologizing for mistakes and facing discrepancies in perspective together; it takes awareness and courage to counterintuitively move toward the 'danger' (Maurer, 1995) of one's own fears and to make meaningful contact in relationship with those from whom leaders are traditionally isolated in bureaucratic hierarchies. In order to break free of the emotional mechanisms inherent in the enculturation ( Marshall and Greenfield, 1987) for privilege inherent in the self-replicating iron cage (Weber, 1958 : 181) of bureaucracy, leaders must break the emotional hold of hierarchical images of leadership that make relational leadership ( Regan and Brooks, 1995) so difficult to achieve. It will takecommitment - to seek out and create whatever sources of support leaders may need in order to accomplish these objectives; to ask teachers for what they need and want from them, allowing themselves to be authentic and 'human" and providing the basis for the beginnings of relationship' recognizing that teachers can and must assist and support leaders too, in emotional as well as organizational ways if new ways of being in schools and in life are to be discovered.

Clearly more research is needed to discover the needs of such leaders. Educational administration, a still predominantly masculinist culture ( Blackmore and Kenway, 1993; Shakeschaft, 1987) was established when men were not allowed to let on that they had emotions. Much of the culture that inculcates educational administrators, and thereby their teachers traps all people in an anachronistic "code" of silence, and in this sense may share much with the boys who were interviewed recently by William Pollack for his recent study on Real Boys in America.

I'm struck by the depth, compassion, and cry of their voices. They reveal a hunger for connection, a longing to be themselves, and a powerful yearning for change.. . . The boy code, which restricts a boy's expression of emotion and his cries for help, has silenced the souls of our sons and paralyzed our natural instincts to reach out to them. Our boys are exceedingly isolated. And unwittingly, we . . . .are still leaving them out in the cold.

In schools, teachers and leaders may also be caught in an unwritten but very powerful educational administrator's "code." From the findings in this study, teachers, are 'longing for connection' and have a 'powerful yearning for change.' They suffer from restrictions of 'expression of emotion' and a prohibition on their 'cries for help'. Are we silencing the souls

of our teachers and our leaders? Can this silence be healthy? Perhaps now we can begin "Breaking the Silence"

(Beatty, 2000b)

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