Chapter 5: A Restorative Approach to Valuing Emotion Management in Educational Leadership: The Case of Liberians and Palestinian Arabs in Israel

Emotions are recognised as central to all aspects of human experience. Yet, in some cultures and across various professional domains, there is a tendency to suppress emotions and limit their perceived significance. The development of research in neuroscience has allowed for a better understanding of how different parts of the brain interact and function, connecting emotions and cognition. However, despite the advancement in neuroscience, many leaders continue to embrace data-driven decision making, distancing the role of emotions in these critical processes.

This study seeks to better understand how school leaders define leadership and to reflect on the role of emotions and emotion management in two collectivist transitional societies: Liberia and Palestinian Arabs in Israel. A total of 14 school principals (seven from each country) were interviewed for this study. A Restorative Practices framework, combining a focus on cognitive (rational) and emotional (affective) components was used to analyse the data.

The results indicate that a high level of emotional involvement when discussing decisions related to individual students and an effort to suppress emotions when discussing professional decisions related to teachers or the institution. Differences were found in the way emotions were handled in relation to school level (elementary vs. high school), gender, stakeholder (students, teachers) and the principal’s development stage (experience). The Liberian participants perceived a conflict between western culture and the local culture with regard to newly implemented educational policies.