This book considers the ways in which the need to show (or hide) particular emotions translate into job roles - specifically those of leaders or managers - where the relationships are lasting, multi-directional and have complex, ongoing goals. The book contends that these multifaceted relationships contribute unique characteristics to the nature of the emotional labour required and expounds and explores this new genus within the 'emotional labour' species.

A bold dive into the emotional labor women have shouldered for far too long—and an impassioned vision for creating a better future for us all. Day in, day out, women anticipate and manage the needs of others. In relationships, we initiate the hard conversations. At home, we shoulder the mental load required to keep our households running. At work, we moderate our tone, explaining patiently and speaking softly. In the world, we step gingerly to keep ourselves safe. We do this largely invisible, draining work whether we want to or not—and we never clock out. No wonder women everywhere are overtaxed, exhausted, and simply fed up. In her ultra-viral article “Women Aren’t Nags—We’re Just Fed Up,” shared by millions of readers, Gemma Hartley gave much-needed voice to the frustration and anger experienced by countless women. Now, in Fed Up, Hartley expands outward from the everyday frustrations of performing thankless emotional labor to illuminate how the expectation to do this work in all arenas—private and public—fuels gender inequality, limits our opportunities, steals our time, and adversely affects the quality of our lives. More than just name the problem, though, Hartley teases apart the cultural messaging that has led us here and asks how we can shift the load. Rejecting easy solutions that don’t ultimately move the needle, Hartley offers a nuanced, insightful guide to striking real balance, for true partnership in every aspect of our lives. Reframing emotional labor not as a problem to be overcome, but as a genderless virtue men and women can all learn to channel in our quest to make a better, more egalitarian world, Fed Up is surprising, intelligent, and empathetic essential reading for every woman who has had enough with feeling fed up.

This practical book deals with the emotional and moral dimensions of school leadership. The author sets out the intra-personal and interpersonal attributes, attitudes and behaviours necessary to develop emotional and moral leadership within the school community. The book provides a range of person-centred strategies for building communities of professionally committed, relationally competent, collaborative individuals.

Most public service jobs require interpersonal contact that is either face-to-face or voice-to-voice - relational work that goes beyond testable job skills but is essential for job completion. This unique book focuses on this emotional labor and what it takes to perform it.The authors weave a powerful narrative of stories from the trenches gleaned through interviews, focus groups, and survey data. They go beyond the veneer of service delivery to the real, live, person-to-person interactions that give meaning to public service.For anyone who has ever felt apathetic toward government work, the words of caseworkers, investigators, administrators, attorneys, correctional staff, and 9/11 call-takers all show the human dimension of bureaucratic work and underscore what it means to work "with feeling."

This volume of Research on Emotion in Organizations contributes to the ongoing research on emotions within organizational leadership through a three-level analysis focusing on: leadership and individual team members; leadership and its effects on the team construct; and, leadership in the overall context of organizations and culture.

This book reviews, integrates, and synthesizes research on emotional labor and emotion regulation conducted over the past 30 years. The concept of emotional labor was first proposed by Dr. Arlie Russell Hochschild (1983), who defined it as "the management of feeling to create a publicly observable facial and bodily display" (p. 7) for a wage. A basic assumption of emotional labor theory is that many jobs (e.g., customer service, healthcare, team-based work, management) have interpersonal, and thus emotional, requirements and that well-being and effectiveness in these jobs is determined, in part, by a person’s ability to meet these requirements. Since Hochschild’s initial work, psychologists, sociologists, and management scholars have developed distinct theoretical approaches aimed at expanding and elaborating upon Hochschild’s core ideas. Broadly speaking, emotional labor is the study of how emotion regulation of oneself and others influences social dynamics at work, which has implications for performance and well being in a wide range of occupations and organizational contexts. This book offers researchers and practitioners a review of emotional labor theory and research that integrates the various perspectives into a coherent framework, and proposes an agenda for future research on this increasingly relevant and important topic. The book is divided into 5 main sections, with the first section introducing and defining emotional labor as well as creating a framework for the rest of the book to follow. The second section consists of chapters describing emotional labor theory at different levels of analysis, including the event, person, dyad, and group. The third section illustrates the diversity of emotional labor in distinct occupational contexts: customer service (e.g. restaurant, retail), call centers, and caring work. The fourth section considers broader contextual influences – organizational-, societal-, and cultural-level factors – that modify how and when emotional labor is done. The final section presents a series of ‘reflective essays’ from eminent scholars in the area of emotion and emotion regulation, where they reflect upon the past, present and future of emotion regulation at work.

′This book makes an important contribution to the literature on educational leadership and should help to shift the emphasis from rational and accountability-related models to an explicit recognition of the importance of emotions to effective leadership′ - Educational Management Administration and Leadership ′[This book] contains a wealth of case studies and vignettes to help leaders be more aware of the ways in which emotion impacts on their practice, and to develop a productive and sustainable set of emotional responses, experiences and leadership tools′ - Headteacher Update ′This is a highly readable and engaging introduction to both the importance and power of emotions in the life and work of headteachers. While leaders′ emotions have been badly neglected in the literature, the rich body of evidence the author shares with readers indicates how central such emotions are to sustaining improvement efforts in schools.′ - Professor Ken Leithwood, Ontario Institute for Studies in Education (OISE), University of Toronto, Canada ′The affective side of leadership is often forgotten as school heads and leaders strive for excellence and accountability. This extremely important book brings to the forefront the emotional attachments of leadership, the interpersonal relationships, and self-awareness that are at the core of leadership action and decision making. The case stories and reviews of multiple perspectives and theories provide the reader with a rich and essential resource′ - Ellen B. Goldring, Professor of Education Policy and Leadership, Vanderbilt University ′...The book is framed to illuminate how headteachers experience, and talk about, emotion and meaning in their daily interactions, and sets out to understand how emotion impacts on their leadership.′ (author′s introduction) Understanding the close relationship between leadership and emotion is essential for school leaders in creating, modifying and sustaining the emotional coherence of the whole school. Megan Crawford aims to help school leaders understand why emotion is such a powerful component of leadership. The author examines how school leaders experience emotion and meaning in their daily interactions, and presents a reflective journey, concentrating on the personal side of school leadership. The author shows how school climate depends on the personal emotional quality of the leader and his/her interface with other social relationships in the school, covering areas such as difficult people and situations, shame, loss and drawing on primary and secondary case studies, school leaders′ reflections and the influence of their life history, school context and emotional epiphanies. This book is for practising educational leaders and managers, tutors and students on Masters courses, EdD courses, and on programmes such as the National Professional Qualification for Headship, its equivalent for Children′s centres, and other national programmes in educational leadership and management