This a methodological review of the literature on educational leaders and emotions that includes 49 empirical studies published in peer-reviewed journals between 1992-2012.
The work systematically analyzes descriptive information, methods, and designs in these studies, and their development over time.
The review suggests that scholarly interest in educational leaders and emotions has increased over time, and identifies methodological patterns in this body of research. The results are compared with methodological data from other syntheses in the disciplines of educational administration (EA) and organizational behavior (OB) for the purpose of using the findings to produce broader insights into the meaning of an emerging research field in EA.
The findings of the methodological review are interpreted from two conceptual perspectives: functionalist and critical. Together, they offer a holistic portrayal of the meaning of producing scientific knowledge in an emerging research field in EA.