EDF5627 · Relationships and wellbeing in educational leadership

Overview

In this unit, you will understand the importance of relationships, emotions, and wellbeing in educational leadership. You will explore different approaches to theorising leadership, relationships, wellbeing, and emotions, drawing on a range of perspectives. You will explore leadership and emotions both in leaders themselves (inner leadership), as well as their relationships with others (inter-personal leadership). In doing so, you will develop an understanding of the factors that influence leaders’ emotions and wellbeing including the pressures and challenges of leadership in education today. You will explore the intersections of identity and leadership, and develop an understanding of how emotions and relationships are experienced differently for different groups in education. You will examine how leaders can make use of this knowledge to build trust and develop relationships while emphasising the well-being of themselves and others.

Offerings

Assessment

The Handbook does not list a final examination among the assessment items. That is not a guarantee there is none.

Assessment details may change. Please refer to the assessment information in Moodle closer to the start of the teaching period.

Requisites

Learning outcomes

1. critically analyse a range of approaches to theorising relationships and wellbeing in leadership and articulate your own position on the utility of these approaches
2. examine the key influences on wellbeing for leaders, staff, and students in learning environments and articulate the effect of the challenges facing contemporary leaders in education
3. analyse and problematize common misconceptions about emotions and leadership and articulate how they relate to your own leadership contexts
4. develop an understanding of how leaders can build trust and develop relationships with a focus on leadership and wellbeing.

Workload

The minimum total expected workload to achieve the learning outcomes for this unit is 144 hours per teaching period comprising a mixture of scheduled learning activities and independent study. Usually, you can expect to engage with: • 12 hours of scheduled learning delivered on campus via weekly/regular directed learning activities, 12 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study OR • 24 hours of scheduled learning delivered online via a combination of synchronous and asynchronous directed learning activities and the remaining hours to be allocated towards self-directed/independent study^ ^ International students studying in Australia are not permitted to undertake this scheduled learning delivery mode. Scheduled learning activities may include a combination of teacher directed learning, peer directed learning and online engagement.

Student experience, not official rules. Nothing here changes what the Handbook says.