One of the many facets of educational leadership is the emotional aspects of educational leadership itself. Leaders are regularly immersed in emotionally charged broad-based policy debates and political subjects like protests and voting policies. These are policy subjects that politically occur not only in schools where educational leaders practice but also in their interactions with school boards, media, and community members. Such interactions are stressful and contribute to leadership burnout, especially among critical educational leaders. As such, educational leadership needs to address not only the emotionality of their practice but the emotions that result from the interactions they regularly encounter in their practice about societal political subjects and policy debates. Simply, emotions are the reason educators politically advocate for policy subjects in the first place—it’s because of how they “feel” about racial segregation or that they are “pissed” about police brutality. Using textual analysis, this article contends that the scholarship within educational leadership lacks attentiveness to addressing how emotions interact with the societal political subjects that permeate leadership, therefore stifling innovative practices for addressing “controversial” policy debates and political subjects that are, ipso facto, inherently emotional. This view of emotions in educational leadership has the power to change how the field conceptualizes politics and policy subjects. Accordingly, educational leadership that focuses on emotional interactions with political subjects is apt to advance the field of educational politics and policy.

中文翻译：

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在情绪状态中处于领导地位：政治领导层和情绪辩论在教育领导中的重要性

教育领导力的许多方面之一是教育领导力本身的情感方面。领导人定期沉浸在情绪激动，基础广泛的政策辩论以及诸如抗议和投票政策之类的政治话题中。这些政策主题不仅在教育领导者所在的学校中发生，而且在与学校董事会，媒体和社区成员的互动中，在政治上也存在。这种互动会产生压力，并导致领导倦怠，尤其是在批判性教育领导者之间。因此，教育领导不仅需要解决其实践的情感问题，而且还要解决他们在实践中经常遇到的有关社会政治主题和政策辩论的互动所产生的情感。简单地，情感是教育者首先在政治上倡导政策主体的原因-这是因为他们对种族隔离有“感觉”，或者对警察的暴行“感到生气”。本文使用文本分析认为，教育领导力方面的奖学金缺乏专心解决情感与渗透领导力的社会政治主体如何相互作用的问题，因此扼杀了解决“有争议的”政策辩论和政治主体（实际上也是固有的）的创新做法情绪化的。教育领导者对情感的这种看法有能力改变该领域对政治和政策主体的概念化方式。因此，