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This article reports on data gathered during research on teachers’ emotional work. The author developed the Teacher Emotional Labour Scale (TELS) based on the verified theoretical model. The model is twofold and consists of intrapersonal and interpersonal dimensions of emotional labour. The research took place in public schools. The gathered data indicates that surveyed teachers developed different strategies for working with emotions. They use both deep and surface work. 1/3 of them declared not coping with work-related emotions, which has personal and interpersonal consequences.

The aim of this article is to present and analyze research results on emotional education conducted in Polish schools. In the first part, which serves as a theoretical introduction to the topic, I presented my own concept of the ideology of emotional upbringing/education. I characterized the transmission ideology, romantic, otherwise non-directive, and humanistic-progressive in terms of the status of emotions in education and the educational methods used. The main part of the text contains an analysis of qualitative interviews with teachers about their experiences in pedagogical work on the development of students’ emotional competencies. The article concludes with indications of good practices, which are also justified by the assumptions of transactional analysis.

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In the article, I search for the connection between emotions culture and education by examining the affective reproduction of culture. Building on the tradition of Émile Durkheim, in the works by Arlie Russell Hochschild and Steven Gordon the concept of emotional culture is (re)constructed. Emotional culture is understood as the specific complex of emotion vocabularies, feeling rules, and beliefs about emotions. Emotions and their meaning provide a socio-psychological mechanism that controls/develops individuals and groups.In the text, it is argued that the concept of emotional culture adds a distinctive conceptual tool for studying different educational contexts and environments. To examine this argument, the article is divided into three parts. First, an overview of the concepts and theories that underlie the term of emotional culture is given. In the second part, the concept is analyzed in the light of modern cultural studies. The article closes by pointing out pedagogical implications, especially those connected with emotional education.