ABSTRACT This article explores Swedish principals’ emotional identity by employing an analysis instrument built up of three dimensions identified in the study by Crow, Day, and Møller (2017): “the professional,” “the situated or socially located,” and “the personal dimension.” The article builds on data obtained from a survey given to Swedish principals, completed in January 2019 (n = 1,286). The findings show that all three dimensions constitute important parts for Swedish principals’ emotional identity. The analysis also detected significant variances within the three dimensions regarding gender, age, and type of principal. Aside from these empirical findings, the article also offers a theoretical contribution because the analysis instrument succeeds in capturing the three dimensions. Thus, the article bridges data to theory in a way not previously done. The findings disclose the need for further studies in various contexts for a wider and more in-depth understanding of principals’ emotional identity.

中文翻译：

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校长的情感认同–瑞典案例

摘要本文通过使用由Crow，Day和Møller（2017）的研究确定的三个维度构建的分析工具，探讨了瑞典校长的情绪认同：``专业人士''，``处境或社会地位''和``个人层面。” 本文基于对瑞典校长进行的一项调查获得的数据，该调查于2019年1月完成（n = 1,286）。研究结果表明，这三个方面构成了瑞典校长情感认同的重要组成部分。该分析还发现在性别，年龄和校长类型这三个维度内存在显着差异。除了这些经验发现，本文还提供了理论上的贡献，因为分析工具成功地捕获了这三个方面。因此，这篇文章以前所未有的方式将数据与理论联系起来。调查结果表明，有必要在各种情况下进行进一步研究，以更广泛，更深入地了解校长的情绪特征。