Cliffe, Joanne

Schools are placed in ‘special measures’ in England if they are deemed to be under performing by failing to provide their pupils with an acceptable standard of education. This chapter explores one female headteacher’s emotional experiences as she coped in difficult circumstances during an intense period of scrutiny as she led her staff towards school improvement and out of special measures. The headteacher regulated and utilized her emotions intelligently to deliberately enhance the performance of others at work and in doing so she addressed and changed the localized culture of the school. Data are drawn from a series of interviews with the headteacher and her self-reported responses to an ‘EQ Map’ (Cooper &amp; Sawaf, 1997). Using the EQ Map as the conceptual framework, findings show a sense of work satisfaction emerged as a result of tackling challenging situations. An increased awareness of one’s emotions led to being mindful regarding the emotional state of others, as the headteacher sought opportunities to bring about school improvement and address challenges presented by being placed in special measures. A distinctive list of 21 key features of emotional management emerged from the scales of the EQ Map capturing a model in relation to coping under internal and external pressures

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A female school leader and emotional management:coping in ‘Special Measures’ in a secondary school in England

  University of BirminghamA female school leader and emotional managementCliffe, JoanneLicense:None: All rights reservedDocument VersionPeer reviewed versionCitation for published version (Harvard):Cliffe, J 2019, A female school leader and emotional management: coping in ‘Special Measures’ in a secondaryschool in England. in I Oplatka & K Arar (eds), Emotion Management in Teaching and Educational Leadership:A Cultural Perspective. Studies in Educational Administration, Emerald Group Publishing Ltd., Howard House,Wagon Lane, Bingley BD16 1WA, UK, pp. 67-87.Link to publication on Research at Birmingham portalGeneral rightsUnless a licence is specified above, all rights (including copyright and moral rights) in this document are retained by the authors and/or thecopyright holders. 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Mar. 2020  The EQ Scoring Grid  Level of performance  4 Optimal 3 Proficient 2 Vulnerable 1 Cautionary | Scale number/category  Current environment 1 Life events 2 Work pressures and satisfactions 3 Personal pressures and satisfactions Literacy 4 Emotional self-awareness 5 Emotional self-expression 6 Emotional awareness of others Competencies 7 Intentionality 8 Creativity 9 Resilience 10 Interpersonal connections 11 Constructive discontent Values and beliefs 12 Compassion 13 Outlook 14 Intuition 15 Trust radius 16 Personal power 17 Integrity Outcomes 18 General health 19 Quality of life 20 Relationship Quotient 21 Optimal performance Table I     (Adapted from: Cooper and Sawaf, 1997, pp. 12-13)     The EQ Scoring Grid for Julie  Category  Scale number  Score Current environment 1 Life events 3 2 Work pressures and satisfactions 3 3 Personal pressures and satisfactions 4 Literacy 4 Emotional self-awareness 2 5 Emotional self-expression 2 6 Emotional awareness of others 4 Competencies 7 Intentionality 4 8 Creativity 3 9 Resilience 3 10 Interpersonal connections 2 11 Constructive discontent 3 Values and beliefs 12 Compassion 2 13 Outlook 4 14 Intuition 3 15 Trust radius 3 16 Personal power 4 17 Integrity 3 Outcomes 18 General health 2 19 Quality of life 2 20 Relationship Quotient 2 21 Optimal performance 3 Table 2    (Adapted from: Cooper and Sawaf, 1997, pp. 12-13)    The EQ Map: Key Features of Emotional Management for Coping in Special Measures  Category  Scale  Key Features Current environment 1 Life events Being able to connect to a wider purpose 2 Work pressures and satisfactions Having confidence in the role, keeping everyone on board, clear communication and no mixed messages 3 Personal pressures and satisfactions Relishing the control and being accountable Literacy 4 Emotional self-awareness Being visible and purposeful in business 5 Emotional self-expression Disguising own feelings 6 Emotional awareness of others Recognize others’ needs and having shared goals Competencies 7 Intentionality Being personally motivated to achieve 8 Creativity Being an inspirational leader and supporting innovation in teaching and learning 9 Resilience Finding new and different ways to tackle problems 10 Interpersonal connections Shared agreements and accepting help 11 Constructive discontent Being fair and supportive and encouraging cohesiveness Values and beliefs 12 Compassion Balancing empathetic support for others and letting go of personal negative emotions 13 Outlook Steer whole school approaches to action 14 Intuition Confidence to sense what needs to be done and the conviction to ensure change 15 Trust radius Being approachable and respected 16 Personal power Being positive and making deliberate choices 17 Integrity Promoting a positive school culture Outcomes 18 General health Being resilient and having work life balance  19 Quality of life Using emotions intelligently to get the most out of others 20 Relationship Quotient Operating in effective networks 21 Optimal performance Focusing on the everyday, having a purposeful and shared mission whilst being emotionally connected Table 3    (Adapted from: Cooper and Sawaf, 1997, pp. 12-13) 

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A female school leader and emotional management:coping in ‘Special Measures’ in a secondary school in England

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