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

被引：16
|
作者：
Berkovich, Izhak [1 ]
Eyal, Ori [2 ]
机构：
[1] Open Univ Israel, Raanana, Israel
[2] Hebrew Univ Jerusalem, Jerusalem, Israel
来源：
PSYCHOLOGY IN THE SCHOOLS | 2018年 / 55卷 / 07期
关键词：
emotion regulation; emotional reframing; emotional support; emotions; social support; LEADER-MEMBER EXCHANGE; SOCIAL SUPPORT; PSYCHOLOGICAL EMPOWERMENT; SELF-EFFICACY; WORK; BURNOUT; STRESS; COMMITMENT; BEHAVIORS; WORKPLACE;
D O I：
10.1002/pits.22130
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
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.
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页码：867 / 879
页数：13
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