Principals’ emotional support and teachers’ emotional reframing: The mediating role of principals’ supportive communication strategies

Izhak Berkovich*, Ori Eyal

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

13 Scopus citations

Abstract

The purpose of this research is to achieve a deeper understanding of emotional support in principal–teacher relations. The study aims to shed light on the role of principals’ supportive communication strategies in providing emotional support to teachers, and on the proximal affective outcome of such support. The study used quantitative data obtained from 190 schoolteachers to explore the effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies (empathic listening and empowering and normalizing messages). The analysis indicated an indirect effect of principals’ emotional support on teachers’ emotional reframing through principals’ supportive communication strategies. The results and their implications are discussed.

Original languageAmerican English
Pages (from-to)867-879
Number of pages13
JournalPsychology in the Schools
Volume55
Issue number7
DOIs
StatePublished - Aug 2018

Bibliographical note

Publisher Copyright:
© 2018 Wiley Periodicals, Inc.

Keywords

  • emotion regulation
  • emotional reframing
  • emotional support
  • emotions
  • social support

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