As emoções nas organizações

: a liderança emocional como fator de sucesso

Abstract

The present study is a reflection about my personal career as a teacher in a specific institution which is the school, and, where, in the last years, I have worked as an assistant at the headmaster's office and, as a result of that, I have taken up direction and management functions. This professional performance specificity grounded one of the fundamental dimensions of the reflection which was its framework in the organizational branch of the school and the role leadership may have in its environment, namely when founded in the viewpoint of a "resonant or emotional leadership". Therefore, one of the last goals of the study will be to analyze in what way the leadership style, namely the "emotional leadership" can maximize the school organizational environment, motivating and congregating synergies towards students maximum school and social success, and in the optimization and well-being of the different members of the school community. For the attainment of the goals mentioned, I first searched the fundamental theories of both dimensions implicit in this problematic, analyzing, on the one hand the main organizational assumptions, as the school stands as an institution, and, on the other hand the role of the emotional competences, particularly, in the leadership field. This theoretical analysis was the sustenance of my professional career performance reflection, with incidence in the last years in the position of the Director's assistant in the Agrupamento de Escolas de Póvoa de Lanhoso, which was centered in four different variables: interaction with the families, relationship with teachers and subsequent school success, and the general interaction with the school community. The reflection, which has covered the structuring situations of my teacher performance, specifically the connection to the computing sphere, showed that resonant leadership may be a fundamental factor in the improvement of the school organizational environment, in the teachers' motivation and in the development of teamwork and in the creation of a sharing atmosphere, with consequent effects in the students' school and social success and in the well-being of the other educational cohorts. Thus, the aims of the study were achieved, having this reflection, developed in and on action, served to solve possible needs meanwhile detected and to develop new strategies, in the eye of a reflexive practitioner where the reflection sustains and supports the action, in a holistic and transformational dialectics.

Date of Award	19 May 2017
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Carlos Estevão (Supervisor)