Abstract

The present research explored the effect of different profiles of emotional feedback in principal-teacher relations on followers’ perceptions of the leader (attributed charisma and leader-member exchange (LMX)). The study is based on a field survey of 645 teachers. The findings indicate four profiles of emotional feedback from principal, as experienced by teachers: profile 1 – positive emphasis: high positive emotional manipulations (PEM) and low negative emotional manipulations (NEM); profile 2 – mixed feedback: high PEM and high NEM; profile 3 – non-manipulative: low PEM and low NEM; and profile 4 – negative emphasis: high NEM and low PEM. In general, profile 1 (positive emphasis) resulted in higher attributed charisma and higher LMX quality, followed by profile 2 (mixed), profile 3 (non-manipulative), and profile 4 (negative emphasis). The study showed that as long as there is a positive feedback, even if it is accompanied by a negative one, the followers’ perceptions of the leader are positive. Negative feedback was less associated with positive followers’ perceptions of the leader than was low emotional feedback (i.e., non-manipulative).