Using emotional literacy to facilitate organisational change in a primary school : a case study

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http://eprints.org/relation/isVolatileVersionOf http://etheses.bham.ac.uk/id/document/3215 http://eprints.org/relation/ispreviewThumbnailVersionOf http://etheses.bham.ac.uk/id/document/3215 http://eprints.org/relation/isVersionOf http://etheses.bham.ac.uk/id/document/3215 archive 4031 disk0/00/00/12/77 2011-01-28 12:16:33 2021-01-01 03:40:05 2011-07-19 16:32:33 thesis show 0 Gillum James Leadbetter Jane University of Birmingham Using emotional literacy to facilitate organisational change in a primary school : a case study unpub LB LC LB1501 10col_socs This thesis comprises of a critical literature review and case study. The literature review considers, in detail, the theory underpinning emotional intelligence and emotional literacy. It begins by detailing the shift in UK Education policy, between 2000 and 2010 and considering academic research into non-cognitive aspects of education. A critical evaluation of two theories of emotional intelligence (ability theory and trait theory) is then presented and these theories are subsequently contrasted with the theory of emotional literacy, as outlined by Claude Steiner. The paper concludes by considering how each of the three theories discussed may impact upon research practice. The case study, which was completed in a city suburban primary school, is made up of two embedded units, the first uses interview to examine staff perceptions of emotional literacy. The second employs collaborative action research to consider whether emotional literacy can be used to promote organisational change. Data was analysed using thematic analysis and is presented together with discussion regarding staff perceptions of emotional literacy. The collaborative action research resulted in four identified changes in the school: development of practice and policy at lunchtimes; the introduction of elements of the SEAL curriculum; the establishment of a student council and a staff collaboration project. The mechanisms supporting these developments are discussed. 2010-12 2010-06 graduation eng This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. public 600 University of Birmingham School of Education d_ae na 2010-12 graduation