CONNECTIONS BETWEEN PROFESSIONAL DEVELOPMENT AND EMBODIED LEADERSHIP: THEORETICAL INSIGHTS

Abstract

Summary

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.