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Der vorliegende Beitrag stellt die Bedeutsamkeit emotionaler und transformationaler Führungskompetenzen im Kontext inklusiver Schulentwicklung sowie allgemein im Rahmen eines transformationalen Schulmanagements dar. Daran anknüpfend werden als Praxisbeispiele zur Weiterqualifizierung ein Master-Fernstudiengang für Schulmanagement sowie ein in weiterer Entwicklung befindliches digitales Leadership-Training für Schulentwicklung vorgestellt. Letzteres fokussiert insbesondere die Förderung emotionaler und transformationaler Führungskompetenzen, welche wesentlich dazu beitragen können, inspirierend zu motivieren, kollegiale Beziehungen gewinnbringend zu gestalten und adäquat durch inklusive Schulentwicklungsprozesse zu begleiten.
Emotional competence has an important influence on development in school. We hypothesized that reading and discussing children’s books with emotional content increases children’s emotional competence. To examine this assumption, we developed a literature-based intervention, named READING and FEELING, and tested it on 104 second and third graders in their after-school care center. Children who attended the same care center but did not participate in the emotion-centered literary program formed the control group (n = 104). Our goal was to promote emotional competence and to evaluate the effectiveness of the READING and FEELING program. Emotional competence variables were measured prior to the intervention and 9 weeks later, at the end of the program. Results revealed significant improvements in the emotional vocabulary, explicit emotional knowledge, and recognition of masked feelings. Regarding the treatment effect for detecting masked feelings, we found that boys benefited significantly more than girls. These findings underscore the assumption that children’s literature is an appropriate vehicle to support the development of emotional competence in middle childhood.