De-constructing the logic/emotion binary in educational leadership preparation and practice

Purpose - The purpose of this paper is to de-construct the traditional bifurcation of logic and emotion in the preparation of educational leaders which, following regnant business planning and management models anchored in economics, focuses almost exclusively on social science methodology and the tenets of normative decision theory in formal university based-preparation programmes in the UK and the USA. This dominant approach has many drawbacks and does not reflect how educational leaders actually engage in decision making. Design/methodology/approach - The paper is a conceptual/logical analysis of the apparent weaknesses in traditional preparatory curricula as well as a report of preliminary qualitative research derived from a non-probability, convenience sample of 13 interviews in the UK and the USA of middle-level managers in institutions of higher education. Findings - The major findings lie in the development of an initial schematic that challenges the dominant binary in considered decisions in educational leadership. The binary regarding the separation of logic and emotion simply does not exist as emotion is always a factor in decision making. The schematic proposes a way to make emotion an inclusive part of considering decision making. Practical implications - Traditional notions of effective decision making should be revised to include how decision makers come to understand the role their own emotions play in rendering educational decisions on the job, and university providers should begin to revamp courses and curricula which more accurately portray them. Originality/value - The originality of the paper is in the analysis of decision making which suggests that the role of emotion is in fact, logical and rational, as opposed to non-rational in educational decision-making contexts. The value of this position is that it restores to decision-making preparation a more "real world" perspective which is often not present when so-called non-rational variables are factored out in problem-solving training in university preparation programmes.