Emotionally intelligent school leadership predicts educator well-being before and during a crisis.

We examined the role of educator perceptions of school leader emotion regulation (ER) and emotional support (ES) in educator well-being during a typical year and during the COVID-19 pandemic. Based on emotion contagion theory, leaders' (in)ability to regulate their own emotions may trigger ripple effects of positive or negative emotions throughout their organizations, impacting staff well-being. Additionally, based on conservation of resources theory, when experiencing psychologically taxing events, skillful emotional support provided by leaders may help to replenish staff's depleted psychological resources, promoting staff well-being.

Development and Validation of an Ability Measure of Emotion Understanding: The Core Relational Themes of Emotion (CORE) Test.

Emotion understanding (EU) ability is associated with healthy social functioning and psychological well-being. Across three studies, we develop and present validity evidence for the Core Relational Themes of Emotions (CORE) Test. The test measures people's ability to identify relational themes underlying 19 positive and negative emotions.

Teacher-Child Racial Congruence and Young Children's Preschool Adjustment.

The purpose of this study was to explore how adjusted preschoolers were to preschool when their teachers were either racially congruent or racially incongruent and whether gender moderated these associations. In this study, 259 preschoolers (50% boys; = 53.84 months; 63% White, 37% Black) in 44 classrooms at 16 federally- and privately-funded centers/preschools were rated for their adjustment to preschool using teacher ( = 44; 100% women, 52% White, 38% Black, 2% Asian, 5% American Indian/Alaskan Native, 2% Latine) reports and direct child assessments.