Skip to main content
SpringerLink
Log in

Educational Leaders and Supporting the Mental Health of Students and Staff: Limited Research but Promising Practices in Preparing School Principals

  • Chapter
  • First Online:
Handbook of School-Based Mental Health Promotion

Part of the book series: The Springer Series on Human Exceptionality ((SSHE))

Abstract

This chapter provides an overview of what the job of being a school principal now entails, as well as the rationale for seeing the school system as a critical institutional setting for addressing mental health problems in youth. The success of school-based mental health programs, like the success of most critical features of modern schools, is ultimately linked with successful school leadership. This chapter reviews one of the most important sets of skills connected to successful school leadership—emotional and social competencies. With attention to best-practice issues in the professional development of school leaders, this chapter also reports on some novel work demonstrating that a variety of emotional and social competencies can be successfully developed in school leaders. This work suggests that enhancing the emotional and social competency of school leaders could be readily incorporated into existing school leadership preparation programs. Thus, it is reasonable and sustainable to have our school system take on a greater role in preventing and addressing mental health issues.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 189.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 249.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 249.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Adams, C., Adams, C., Olsen, J., & Olsen, J. (2017). Principal support for student psychological needs: A social-psychological pathway to a healthy learning environment. Journal of Educational Administration, 55, 510–525.

    Article  Google Scholar 

  • Anyon, Y., Nicotera, N., & Veeh, C. A. (2016). Contextual influences on the implementation of a schoolwide intervention to promote students’ social, emotional, and academic learning. Children & Schools, 38, 81–88.

    Article  Google Scholar 

  • Atkins, M. S., Cappella, E., Shernoff, E. S., Mehta, T. G., & Gustafson, E. L. (2017). Schooling and children’s mental health: Realigning resources to reduce disparities and advance public health. Annual Review of Clinical Psychology, 13, 123–147.

    Article  Google Scholar 

  • Bar-On, R. (1997). BarOn emotional quotient inventory: Technical manual. Toronto, Canada: Multi-Health Systems.

    Google Scholar 

  • Bar-On, R. (2000). Emotional and social intelligence: Insights from the emotional quotient inventory. In R. Bar-On & J. D. A. Parker (Eds.), Handbook of emotional intelligence (pp. 363–388). San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Bar-On, R., & Handley, R. (2003). Bar-on emotional Quotient-360: Technical manual. Toronto, Canada: Multi-Health Systems.

    Google Scholar 

  • Bar-On, R., & Parker, J. D. A. (2000). Handbook of emotional intelligence. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Becker, K. D., Brandt, N. E., Stephan, S. H., & Chorpita, B. F. (2014). A review of educational outcomes in the children’s mental health treatment literature. Advances in School Mental Health Promotion, 7, 5–23.

    Article  Google Scholar 

  • Bencivenga, A. S., & Elias, M. J. (2003). Leading schools of excellence in academics, character, and social-emotional development. NASSP Bulletin, 87, 60–72.

    Article  Google Scholar 

  • Benson, R., Fearon, C., McLaughlin, H., & Garratt, S. (2014). Investigating trait emotional intelligence among school leaders: Demonstrating a useful self-assessment approach. School Leadership and Management, 34, 201–222.

    Article  Google Scholar 

  • Berkovich, I., & Eyal, O. (2015). Educational leaders and emotions: An international review of empirical evidence 1992–2012. Review of Educational Research, 85, 129–167.

    Article  Google Scholar 

  • Bredeson, P. V. (2016). Research on school principals in the United States (2003–2013). In H. Ärlestig, C. Day, & O. Johansson (Eds.), A decade of research on school principals: Cases from 24 countries (pp. 291–303). Cham, Switzerland: Springer International Publishing.

    Chapter  Google Scholar 

  • Cai, Q. (2011). Can principals’ emotional intelligence matter to school turnarounds? International Journal of Leadership in Education, 14, 151–179.

    Article  Google Scholar 

  • Checa, P., & Fernández-Berrocal, P. (2015). The role of intelligence quotient and emotional intelligence in cognitive control processes. Frontiers in Psychology, 6, 1853–1853.

    Article  Google Scholar 

  • Copland, M. A. (2001). The myth of the superprincipal. Phi Delta Kappan, 82, 528–533.

    Article  Google Scholar 

  • Corcoran, R. P., & Slavin, R. E. (2016). Effective programs for social and emotional learning (SEL): A systematic review. Campbell Library Database System Review. K2, 1–19.

    Google Scholar 

  • Crow, G. M., & Whiteman, R. S. (2016). Effective preparation program features: A literature review. Journal of Research on Leadership Education, 11, 120–148.

    Article  Google Scholar 

  • Cruickshank, V. (2017). The influence of school leadership on student outcomes. Open Journal of Social Sciences, 5, 115–123.

    Article  Google Scholar 

  • Day, A. L., & Carroll, S. A. (2004). Using an ability-based measure of emotional intelligence to predict individual performance, group performance, and group citizenship behaviours. Personality and Individual Differences, 36, 1443–1458.

    Article  Google Scholar 

  • Fallon, C. K., Panganiban, A. R., Wohleber, R., Matthews, G., Kustubayeva, A. M., & Roberts, R. (2014). Emotional intelligence, cognitive ability and information search in tactical decision-making. Personality and Individual Differences, 65, 24–29.

    Article  Google Scholar 

  • Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8, 27–42.

    Article  Google Scholar 

  • Firestone, W., & Riehl, C. (2005). A new agenda for research in educational leadership. New York, NY: Teachers College Press.

    Google Scholar 

  • Frabutt, J. M., & Speech, G. (2012). Principals’ perspective on school mental health and wellness in U.S. Catholic elementary schools. School Mental Health, 4, 155–169.

    Article  Google Scholar 

  • Frauenholtz, S., Mendenhall, A. N., & Moon, J. (2017). Role of school employees’ mental health knowledge in interdisciplinary collaborations to support the academic success of students experiencing mental health distress. Children & Schools, 39, 71–79.

    Article  Google Scholar 

  • George, J. M. (2000). Emotions and leadership: The role of emotional intelligence. Human Relations, 53, 1027–1055.

    Article  Google Scholar 

  • George, J. M., & Brief, A. P. (1992). Feeling good–doing good: A conceptual analysis of the mood at work–organizational spontaneity relationship. Psychological Bulletin, 112, 310–329.

    Article  Google Scholar 

  • Goddard, R. D., & Miller, R. J. (2010). The conceptualization, measurement, and effects of school leadership: Introduction to the special issue. The Elementary School Journal, 111, 219–225.

    Article  Google Scholar 

  • Gofredson, D. C., & Gofredson, G. D. (2002). Quality of school-based prevention programs: Results from a national survey. Journal of Research in Crime and Delinquency, 39, 3–35.

    Article  Google Scholar 

  • Goldring, E., Cravens, X., Porter, A., Murphy, J., & Elliott, S. (2015). The convergent and divergent validity of the Vanderbilt assessment of leadership in education (VAL-ED) instructional leadership and emotional intelligence. Journal of Educational Administration, 53, 177–196.

    Article  Google Scholar 

  • Goldring, R., & Taie, S. (2014). Principal attrition and mobility: Results From the 2012–13 Principal Follow-up Survey (NCES 2014–064), U.S. Department of Education. Washington, DC: National Center for Education Statistics.

    Google Scholar 

  • Gordon, S. P., Oliver, J., & Solis, R. (2016). Successful innovations in educational leadership preparation. International Journal of Educational Leadership Preparation, 11, 51–70.

    Google Scholar 

  • Gray, C., Wilcox, G., & Nordstokke, D. (2017). Teacher mental health, school climate, inclusive education and student learning: A review. Canadian Psychology/Psychologie Canadienne, 58, 203.

    Article  Google Scholar 

  • Grubb, W. N., & Flessa, J. J. (2006). “A job too big for one”: Multiple principals and other nontraditional approaches to school leadership. Educational Administration Quarterly, 42, 518–550.

    Article  Google Scholar 

  • Hackett, P. T., & Hortman, J. W. (2008). The relationship of emotional competencies to transformational leadership: Using a corporate model to assess the dispositions of educational leaders. Journal of Educational Research & Policy Studies, 8, 92–111.

    Google Scholar 

  • Hogeveen, J., Salvi, C., & Grafman, J. (2016). ‘Emotional intelligence’: Lessons from lesions. Trends in Neurosciences, 39, 694–705.

    Article  Google Scholar 

  • Humphrey, N., & Wigelsworth, M. (2016). Making the case for universal school-based mental health screening. Emotional and Behavioural Difficulties, 21, 22–42.

    Article  Google Scholar 

  • Humphrey, R. H. (2002). The many faces of emotional leadership. The Leadership Quarterly, 13, 493–504.

    Article  Google Scholar 

  • Iachini, A. L., Pitner, R. O., Morgan, F., & Rhodes, K. (2015). Exploring the principal perspective: Implications for expanded school improvement and school mental health. Children and Schools, 38, 40–48.

    Article  Google Scholar 

  • Jensen, R. (2016). School leadership development: What we know and how we know it. Acta Didactica Norge, 10, 48–68.

    Article  Google Scholar 

  • Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20, 178–187.

    Article  Google Scholar 

  • Jordan, P. J., & Troth, A. C. (2004). Managing emotions during team problem solving: Emotional intelligence and conflict resolution. Human Performance, 17, 195–218.

    Article  Google Scholar 

  • Keefer, K. V., Parker, J. D. A., Wood, L. M., & Stone, H. E. (2014). Improving emotional intelligence of school administrators: Outcomes of a 2-year professional development program. Paper in a symposium on “Emotional intelligence for school professionals: Opportunities, challenges, outcomes”, presented at the 75th convention of the Canadian Psychological Association, Vancouver, BC.

    Google Scholar 

  • Kuo, E., Stoep, A. V., McCauley, E., & Kernic, M. A. (2009). Cost-effectiveness of a school-based emotional health screening program. Journal of School Health, 79, 277–285.

    Google Scholar 

  • Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership & Management, 28, 27–42.

    Article  Google Scholar 

  • Leithwood, K., Sun, J., & Pollock, K. (2017). How school leaders contribute to student success: The four paths framework. New York, NY: Springer.

    Book  Google Scholar 

  • Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30, 1018–1034.

    Article  Google Scholar 

  • Malouff, J. M., Schutte, N. S., & Thorsteinsson, E. B. (2014). Trait emotional intelligence and romantic relationship satisfaction: A meta-analysis. The American Journal of Family Therapy, 42, 53–66.

    Article  Google Scholar 

  • Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and Individual Differences, 49, 554–564.

    Article  Google Scholar 

  • Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. Annual Review of Psychology, 59, 507–536.

    Article  Google Scholar 

  • McLean, L., Abry, T., Taylor, M., Jimenez, M., & Granger, K. (2017). Teachers’ mental health and perceptions of school climate across the transition from training to teaching. Teaching and Teacher Education, 65, 230–240.

    Article  Google Scholar 

  • Moore, B. (2009). Emotional intelligence for school administers: Priority for school reform. American Secondary Education, 37, 1–10.

    Google Scholar 

  • O’Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between emotional intelligence and job performance: A meta-analysis. Journal of Organizational Behavior, 32, 788–818.

    Article  Google Scholar 

  • Parker, J. D. A. (2005). Relevance of emotional intelligence for clinical psychology. In R. Schulze & R. D. Roberts (Eds.), International handbook of emotional intelligence (pp. 271–287). Berlin, Germany: Hogrefe & Huber.

    Google Scholar 

  • Parker, J. D. A., Taylor, R. N., Keefer, K. V., & Summerfeldt, L. J. (in press). Emotional intelligence and post-secondary education: What have we learned and what have we missed. In K. V. Keefer, J. D. A. Parker, & D. H. Saklofske (Eds.), Handbook of emotional intelligence in education. New York, NY: Springer.

    Google Scholar 

  • Patti, J., Holzer, A. A., Brackett, M. A., & Stern, R. (2015). Twenty-first-century professional development for educators: A coaching approach grounded in emotional intelligence. Coaching: An International Journal of Theory, Research and Practice, 8, 96–119.

    Google Scholar 

  • Peck, C., Reitzug, U. C., & West, D. L. (2013). Still waiting for “superprincipal”: Examining US policymaker expectations for school principals, 2001–2011. Education Leadership Review, 14, 58–68.

    Google Scholar 

  • Perera, H. N. (2016). The role of trait emotional intelligence in academic performance: Theoretical overview and empirical update. The Journal of Psychology, 150, 229–251.

    Article  Google Scholar 

  • Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425–448.

    Article  Google Scholar 

  • Pollock, K., Wang, F., & Hauseman, D. C. (2015). Complexity and volume: An inquiry into factors that drive principals’ work. Societies, 5, 537–565.

    Article  Google Scholar 

  • Reis, D. L., Brackett, M. A., Shamosh, N. A., Kiehl, K. A., Salovey, P., & Gray, J. R. (2007). Emotional intelligence predicts individual differences in social exchange reasoning. NeuroImage, 35, 1385–1391.

    Article  Google Scholar 

  • Roffey, S. (2007). Transformation and emotional literacy: The role of school leaders in developing a caring community. Leading & Managing, 13, 16–30.

    Google Scholar 

  • Rothi, D. M., Leavey, G., & Best, R. (2008). On the front-line: Teachers as active observers of pupils’ mental health. Teaching and Teacher Education, 24, 1217–1231.

    Article  Google Scholar 

  • Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185–211.

    Article  Google Scholar 

  • Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11, 276–285.

    Article  Google Scholar 

  • Schmidt, M. J. (2010). Is there a place for emotions within leadership preparation programmes? Journal of Educational Administration, 48, 626–641.

    Article  Google Scholar 

  • Schutte, N. S., Malouff, J. M., Thorsteinsson, E. B., & Bhullar, N. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42, 921–933.

    Article  Google Scholar 

  • Shantz, G. (2015). Improving the emotional intelligence competencies of principals and vice-principals in an educational organization: An exploratory study (Doctoral dissertation, University of Southern Queensland).

    Google Scholar 

  • Sinnema, C., Ludlow, L., & Robinson, V. (2016). Educational leadership effectiveness: A Rasch analysis. Journal of Educational Administration, 54, 305–339.

    Article  Google Scholar 

  • Soleimanpour, S., Geierstanger, S. P., Kaller, S., McCarter, V., & Brindis, C. D. (2010). The role of school health centers in health care access and client outcomes. American Journal of Public Health, 100, 1597–1603.

    Article  Google Scholar 

  • Stansfeld, S. A., Rasul, F. R., Head, J., & Singleton, N. (2011). Occupation and mental health in a national UK survey. Social Psychiatry and Psychiatric Epidemiology, 46, 101–110.

    Article  Google Scholar 

  • Statistics Canada. (2011). National Household Survey, Statistics Canada Catalogue no. 99–012-X2011062.

    Google Scholar 

  • Stephan, S. H., Weist, M., Kataoka, S., Adelsheim, S., & Mills, C. (2007). Transformation of children’s mental health services: The role of school mental health. Psychiatric Services, 58, 1330–1338.

    Article  Google Scholar 

  • Stone, H., Parker, J. D. A., & Wood, L. M. (2005). Ontario principals’ council leadership study. Report for the Ontario Principals’ Council.

    Google Scholar 

  • Stone, H., Parker, J. D. A., & Wood, L. M. (2008). Ontario public supervisory officials’ association leadership study. Report for the Ontario Public Supervisory Officials’ Association (OPSOA).

    Google Scholar 

  • Sun, J., & Leithwood, K. (2015). Direction-setting school leadership practices: A meta-analytical review of evidence about their influence. School Effectiveness and School Improvement, 26, 499–523.

    Article  Google Scholar 

  • Sy, T., Côté, S., & Saavedra, R. (2005). The contagious leader: Impact of the leader’s mood on the mood of group members, group affective tone, and group processes. Journal of Applied Psychology, 90, 295–305.

    Article  Google Scholar 

  • Vardi, Y., & Wiener, Y. (1996). Misbehavior in organizations: A motivational framework. Organization Science, 7, 151–165.

    Article  Google Scholar 

  • West, D. L., Peck, C., & Reitzug, U. C. (2010). Limited control and relentless accountability: Examining historical changes in urban school principal pressure. Journal of School Leadership, 20, 238–266.

    Article  Google Scholar 

  • Whitaker, R. C., Becker, B. D., Herman, A. N., & Gooze, R. A. (2013). The physical and mental health of head start staff: The Pennsylvania head start staff wellness survey. Preventing Chronic Disease, 10, 130–171.

    Article  Google Scholar 

  • Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The emotional intelligence, health, and well-being nexus: What have we learned and what have we missed? Applied Psychology: Health and Well-Being, 4, 1–30.

    Google Scholar 

  • Zigmond, N., Kloo, A., & Volonino, V. (2009). What, where, and how? Special education in the climate of full inclusion. Exceptionality, 17, 189–204.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Trent University, Peterborough, Ontario, Canada

    James D. A. Parker & A. Geoffrey Crane

  2. OCAD University, Toronto, Canada

    Laura M. Wood

Authors
  1. James D. A. Parker
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. A. Geoffrey Crane
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Laura M. Wood
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to James D. A. Parker .

Editor information

Editors and Affiliations

  1. Althouse College, Western University, London, ON, Canada

    Alan W. Leschied

  2. Department of Psychology, Western University, London, ON, Canada

    Donald H. Saklofske

  3. Department of Psychology, York University, Toronto, ON, Canada

    Gordon L. Flett

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer International Publishing AG, part of Springer Nature

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

Parker, J.D.A., Crane, A.G., Wood, L.M. (2018). Educational Leaders and Supporting the Mental Health of Students and Staff: Limited Research but Promising Practices in Preparing School Principals. In: Leschied, A., Saklofske, D., Flett, G. (eds) Handbook of School-Based Mental Health Promotion. The Springer Series on Human Exceptionality. Springer, Cham. https://doi.org/10.1007/978-3-319-89842-1_11

Download citation

Publish with us

Policies and ethics

Search

Navigation