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School leadership, followers’ emotional experience, and self-regulation: Applying the ACT approach to educational management

Book chapter
Ori Eyal, Izhak Berkovich
Emotions in learning, teaching, and leadership: Asian perspectives

Out of context? The impact of contextual factors on educational reforms

Book chapter
Izhak Berkovich, Ronit Bogler
Education as a complex system

Publication in Hebrew

Feelings, moods, and emotion in schools: Affective perspectives

Book chapter
Izhak Berkovich, Ori Eyal
SAGE handbook of school organization


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.