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The purpose of this study was to explore school principals' sources of felt anger and to trace their forms of anger regulation in the workplace.

Based on semi-structured interviews with 30 elementary and secondary school principals in Israel, a typology of anger regulation is presented and analyzed.

The typology includes three types of perceived anger regulation: anger and surface acting, a moderate expression of anger and an authentic expression of anger. While teachers and students may provoke the principal's anger, most commonly external constituencies (e.g. Ministry of Education, Local Education Authorities) trigger their intense anger. Concluding the paper are suggestions for further research on anger in educational leadership and practical recommendations.

study fills the gap in knowledge about emotion regulation in educational leadership, in general, and increases our insights into the values and norms that delineate the degree to which anger expression is appropriate in the school, in particular.

The purpose of this paper is twofold, to answer two questions: how do senior educational administration (EA) field members perceive the field's scholarly aims and boundaries and the meaning of their intellectual work? and what are the similarities and differences between “outsider” and “insider” perceptions of the field's major purposes and directions?

Semi-structured interviews with 12 Israeli academics who work in departments of EA in varied universities and colleges.

The field members in the study shared similar views of the field's purposes and challenges, but were divided about the field's desired knowledgebase and scholarly boundaries. Some implications for the field's future development are suggested.

The exploration of academics’ perceptions of their own field of study may increase the intellectual and theoretical understandings of major epistemological aspects of EA as a field of study.