Emotion display and suppression among Arab and Jewish assistant principals in Israel: The key role of culture, gender and ethnicity

Khalid Arar, Izhar Oplatka

Research output: Contribution to journalArticlepeer-review

8 Scopus citations

Abstract

Purpose: It is widely accepted that educational leaders and teachers need to manage and regulate their emotions continually, mainly because schooling and teaching processes expose many emotions. Thus, the purpose of this paper is to trace the ways Israeli assistant principals, both Arab and Jewish, manage their emotions at work. Design/methodology/approach: Based on semi-structured interviews with 15 assistant principals, it was found that they are required to manage their emotions in accordance with entrenched emotion rules in the culture and society. Findings: Most of the Jewish female APs tend to display warmth and empathy toward teachers in order to better understand their personal needs and professional performances. In contrast, Arab APs suppressed or fabricated emotional expression in their discourse with teachers and parents, in order to maintain a professional façade and retain the internal cohesion of the school. Both groups of APs believed their emotion regulation results in higher level of harmony in the school. Empirical and practical suggestions are put forward. Originality/value: The paper is original and contributes to the theoretical and practical knowledge.

Original languageEnglish
Pages (from-to)173-191
Number of pages19
JournalJournal of Professional Capital and Community
Volume3
Issue number3
DOIs
StatePublished - 10 Jul 2018
Externally publishedYes

Keywords

  • Deputy principals
  • Emotion
  • Qualitative
  • Regulations

ASJC Scopus subject areas

  • Social Psychology
  • Education
  • Communication

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