Leaning into our fears: A new masters course prepares principals to engage with the emotions of leadership

The role of emotion in leading change is readily noted but as yet, not fully explored as a central focus in leadership preparation programs (Beatty & Brew, 2004). This study assists us in conceptualising the changes experienced by students in the new Monash (Australia) Master in School Leadership and in understanding the transformational effects of the program. The course integrates emotional meaning making (Beatty, 2002) as core to developing transformational leaders. Course content and experiential delivery modalities engage students in opportunities for moving through a theorised series of emotional epistemological stances, located along a proposed continuum from emotional silence through to resilient emotional relativity. Reported on in this second phase of the larger study are participants’ responses to the framework’s concepts relative to their experiences in the course and to their work in substantive leadership positions in schools. A summary of results from phase one interviews is followed by the presentation of findings from the survey responses. Under review in this part of the study was the utility of the framework for conceptualising emotion focused learning and changes in perceptions of self and leadership. The course positions emotional meaning making as foundational to leader well being and transformational success. The process for developing emotional meaning making confidence and experience begins with a scaffolded set of steps within which students learn to lean into fears and create intra and interpersonally secure spaces for themselves and others.

Key words: Leadership; Educational Leadership; Organisational Leadership; Leadership Preparation Programs; Emotions of Leadership; Collaborative Culture Building; Transformational Leadership; Inner Leadership; Creating Learning Communities; Emotionally Grounded Leadership; Emotional epistemologies