The present research explored the effect of different profiles of emotional feedback in principal-teacher relations on followers' perceptions of the leader (attributed charisma and leader–member exchange (LMX)). The study is based on a field survey of 645 teachers. The findings indicate four profiles of emotional feedback from principal, as experienced by teachers: profile 1—positive emphasis: high positive emotional manipulations (PEM) and low negative emotional manipulations (NEM); profile 2—mixed feedback: high PEM and high NEM; profile 3—non-manipulative: low PEM and low NEM; and profile 4—negative emphasis: high NEM and low PEM. In general, profile 1 (positive emphasis) resulted in higher attributed charisma and higher LMX quality, followed by profile 2 (mixed), profile 3 (non-manipulative), and profile 4 (negative emphasis). The study showed that as long as there is a positive feedback, even if it is accompanied by a negative one, the followers' perceptions of the leader are positive. Negative feedback was less associated with positive followers' perceptions of the leader than was low emotional feedback (i.e., non-manipulative).

本研究探讨了校长与教师之间的不同情感反馈方式对追随者对领导者的感知（归因于人格魅力和领导者－成员交换（LMX））的影响。该研究基于对645名教师的现场调查。调查结果表明，教师对校长的情感反馈有四种表现：情景1-积极强调：高正情绪操纵（PEM）和低负情绪操纵（NEM）；高负情绪操纵（NEM）。配置文件2-混合反馈：高PEM和高NEM；配置文件3-非操纵性：低PEM和低NEM；和配置文件4-负强调：高NEM和低PEM。通常，配置文件1（正强调）会导致较高的感召力和较高的LMX质量，其次是配置文件2（混合），配置文件3（非操纵性）和配置文件4（负强调）。研究表明，只要反馈是正面的，即使伴随着负面的反馈，跟随者对领导者的看法也是正面的。消极反馈与积极的追随者对领导者的认知相比，与低情感反馈（即非操纵性）的联系要少。