Between Requirements and Caring – Emotional Labour of Polish Teachers

Abstract

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.

Teachers’ responses to ethnic discrimination: An exploratory study in Flemish secondary schools

“…When it was not perceived as a structural problem, teachers would generally dismiss the incident; however, if it was deemed a structural problem, they took on the role of the mediator. In line with previous research, teachers who adopt the mediator role or the learning opportunity response seem to take on a more modern teaching role in which they perceive themselves as professionals who support students' personal growth, creative thinking and social potential and maintain their well-being (Przybylska, 2011).…”

“…For example, when students used the N word, teachers felt obliged to show zero tolerance. Overall, teachers who dismissed or had zero tolerance for incidents of ethnic discrimination seemed to adopt a more traditional role of teaching as they often focussed on their teaching activities and mainly perceived themselves as transferrers of knowledge who instruct, lead, guide and help their students (Przybylska, 2011).…”

“…These demands ask for a more modern role of teaching where teachers are not solely knowledge providers but facilitators of learning. This means that they act as professionals who support students’ personal growth and teach them democratic values and equity (Przybylska, 2011). However, some teachers prefer a more traditional teaching role where they focus on class management, guidance, instruction and discipline (Przybylska, 2011).…”

“…This means that they act as professionals who support students’ personal growth and teach them democratic values and equity (Przybylska, 2011). However, some teachers prefer a more traditional teaching role where they focus on class management, guidance, instruction and discipline (Przybylska, 2011). While teachers vary in the roles they adopt, little is known about how their role perception shapes their responses to incidents of ethnic discrimination.…”

“…While the study by Baker and colleagues (2022) is unique, it does not examine which underlying processes might influence teachers’ decisions to adopt a particular response, which could potentially explain variability between teachers’ responses. As suggested in the literature, teachers’ fears of being perceived as a racist or role perceptions might be important drivers of behaviour (Henfield & Washington, 2012; Przybylska, 2011; Stevens, 2008, 2009). Furthermore, with regards to teachers’ fears, the study by Baker and colleagues (2022) does not reflect on how teachers respond to accusations of ethnic discrimination.…”