Being happy means doing it together
Exploring the interpersonal emotion regulation of kindergarten principals
Bibliographic Data
| ID | 7152366 |
|---|---|
| Authors | Wenyan Jiang (0000-0002-0593-0296, corresponding author), Wenlan Wang (0009-0001-9313-4045), Hubin Yin (0000-0001-5424-587X) |
| Year | 2025 |
| Volume | 53 |
| Issue | 4 |
| Pages | 751-768 |
| Publication date | 2025-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Management Administration & Leadership (JOURNAL) |
| Journal identifiers | ISSN: 1741-1432 • E-ISSN: 1741-1440 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/17411432231206623 |
| OpenAlex | W4387533343 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
The interpersonal emotion regulation of principals has rarely been examined as an independent issue, although it has been widely recognized that educational leadership is an emotional endeavour situated in an interpersonal context. This study aimed to understand how kindergarten principals engage in interpersonal emotion regulation by examining their strategy use. A case study approach was used to collected data, and a thematic coding analysis was conducted to generalize the specific strategies adopted by 12 kindergarten principals from Hong Kong. The findings showed that the principals mainly used four types of strategies to regulate the emotions of self and others, namely, intrinsic emotion-improving, extrinsic emotion-improving, extrinsic emotion-worsening, and extrinsic emotion-suspending. Comparatively, emotion-improving strategies for both intrinsic and extrinsic regulation are the preferred choices of these kindergarten principals. This study identified a new category of interpersonal emotion regulation strategies for kindergarten principals, namely, extrinsic emotion-suspending which has rarely been examined in the literature. With these findings, this study offers fresh insights into kindergarten principals’ emotion regulation and leadership practices and extends the understanding of the role of emotions in educational leadership
Developmental psychology · Interpersonal communication · Interpersonal relationship · Qualitative research · Sociology · Thematic analysis · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology
Social Baseline Theory
Interpersonal Emotion Regulation Questionnaire (Ierq)
Educational Leaders and Emotions
The Social Effects of Emotions
The contribution of inhibitory control to preschoolers' social–emotional competence
Seven strong claims about successful school leadership revisited
Emotional trajectory at different career stages of principalship
How ethical leadership influences professional learning communities via teacher obligation and participation in decision making
A Job Demands–Resources Perspective on Kindergarten Principals’ Occupational Well-Being
Interpersonal emotion regulation
A classification of controlled interpersonal affect regulation strategies
The Effect of Kindergarten Principals' Leadership Behaviors on Teacher Work Performance
Knife-like mouth and tofu-like heart
The Emerging Field of Emotion Regulation
Professional learning communities count
The Paradox of Power in Leadership in Early Childhood Education
Emotions and Leadership
Interpersonal emotion regulation
Doing 'Emotional Labour' in the Education Market Place
| Citations per year | 3 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |