What Is the Role of Emotions in Educational Leaders’ Decision Making? Proposing an Organizing Framework

IF 2.4 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Educational Administration Quarterly Pub Date : 2020-07-02 DOI:10.1177/0013161X20938856
Yinying Wang
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引用次数: 10

Abstract

Purpose: Emotions have a pervasive, predictable, sometimes deleterious but other times instrumental effect on decision making. Yet the influence of emotions on educational leaders’ decision making has been largely underexplored. To optimize educational leaders’ decision making, this article builds on the prevailing data-driven decision-making approach, and proposes an organizing framework of educational leaders’ emotions in decision making by drawing on converging empirical evidence from multiple disciplines (e.g., administrative science, psychology, behavioral economics, cognitive neuroscience, and neuroeconomics) intersecting emotions, decision making, and organizational behavior. Proposed Framework: The proposed organizing framework of educational leaders’ emotions in decision making includes four core propositions: (1) decisions are the outcomes of the interactions between emotions and cognition; (2) at the moment of decision making, emotions have a pervasive, predictable impact on decision making; (3) before making decisions, leaders’ individual differences (e.g., trait affect and power) and organizational contexts (e.g., organizational justice and emotional contagion) have a bearing on leaders’ emotions and decision making; and (4) postdecision behavioral responses trigger more emotions (e.g., regret, guilt, and shame) which, in turn, influence the next cycle of decision-making process. Implications: The proposed framework calls for not only an intensified scholarly inquiry into educational leaders’ emotions and decision making but also an adequate training on emotions in school leadership preparation programs and professional development.
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情绪在教育领导者决策中的作用是什么?提出组织框架
目的:情绪对决策有着普遍的、可预测的、有时是有害的,但有时是工具性的影响。然而,情绪对教育领导者决策的影响在很大程度上没有得到充分的探索。为了优化教育领导者的决策,本文建立在流行的数据驱动决策方法的基础上,并利用来自多个学科(如行政科学、心理学、行为经济学、认知神经科学和神经经济学)的经验证据,结合情感、决策和组织行为,提出了教育领导者决策情感的组织框架。提出的框架:提出的教育领导者决策情绪组织框架包括四个核心命题:(1)决策是情绪与认知互动的结果;(2) 在决策的时刻,情绪对决策有着普遍的、可预测的影响;(3) 在决策之前,领导者的个体差异(如特质影响和权力)和组织情境(如组织公正和情绪传染)对领导者的情绪和决策有影响;以及(4)决策后的行为反应会引发更多的情绪(如后悔、内疚和羞耻),进而影响下一轮决策过程。启示:拟议的框架不仅要求加强对教育领导者情绪和决策的学术调查,还要求在学校领导准备计划和专业发展中对情绪进行充分的培训。
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来源期刊
Educational Administration Quarterly
Educational Administration Quarterly EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.90
自引率
3.00%
发文量
9
期刊介绍: Educational Administration Quarterly presents prominent empirical and conceptual articles focused on timely and critical leadership and policy issues of educational organizations. As an editorial team, we embrace traditional and emergent research paradigms, methods, and issues. We particularly promote the publication of rigorous and relevant scholarly work that enhances linkages among and utility for educational policy, practice, and research arenas.
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