Izhak Berkovich
Publications - Book chapter
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Emotional geographies of teaching, empathic communication, democratic school climate, and teacher burnout
Book chapterCritical discourse analysis: Language, ideology, and power
Book chapterOrganizational imprinting theory of centralization: Toward a historical process framework
Book chapterPublication in Hebrew
Publication in Hebrew
In this conceptual chapter, we discuss the ways in which school principals can address teachers’ experiences in order to advance the realization of their work values. We frame the leader-staff relationship using the psychological Acceptance and Commitment Therapy (ACT) approach. ACT is a recent mindfulness-based psychotherapy approach from the third wave of behavior therapy, with clear parallels to Buddhist concepts and practices. The overarching goal of ACT is to help subjects live a full and meaningful life. This goal is achieved by helping subjects to accept inevitable discomfort and pain, and to pursue committed action toward living a life that accords with their values. Given that school leadership is focused on attaining goals, and that feelings motivate action, we suggest that interventions based on ACT can promote more effective relationships between educational leaders and followers.
Publication in Hebrew
Abstract
Emotions, moods, and other affective concepts are an integral part of all human and social experiences. Despite so, for most of the 20st century, emotions were considered to be irrational and illegitimate and only in recent decades, researchers started to explore emotional experiences. The first two decades of the 21st century mark a new era in the exploration of emotions is schools, having produced novel insights. In this chapter, we aim to present some of the established and of the emerging theories and concepts in the 21st century that are relevant to understanding emotions with regard to leadership, work, and learning taking place in schools. Specifically, we wish to do so by addressing different images that people use when thinking about organizations. In our opinion, these fundamental metaphors are the ones that shape how we think about emotions in organizations and in schools.