Year: 2025
Type: article
Abstract: This article examines the concept of embodied leadership within educational contexts, emphasizing its interrelation with teachers’ professional development. It conceptualizes school leaders as reflective facilitators who cultivate cultures of trust, learning, and emotional safety. The study introduces two conceptual models, foregrounding embodied awareness, emotional attunement, and value coherence as critical components. A holistic, experience-driven leadership paradigm is proposed, one that fosters pedagogical transformation and supports sustainable educator well-being.
Authors: Vilniaus kolegija / Higher Education Institution, Aida Makutėnė
Institution: Vilnius University of Applied Sciences
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4410589237