Emotions and Teacher Identity: A poststructural perspective

Zembylas, Michalinos

doi:10.1080/13540600309378

Cited by 674 publications

(425 citation statements)

References 52 publications

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“…Overall, the findings also support notions of the importance of emotions for teacher identity negotiation (Pillen, Beijaard & den Brok, 2013;Zembylas, 2003) and involvement with the reform (Schmidt & Datnow, 2005;März & Kelchtermans, 2013).…”

Section: Individual and Social Resources For Professional Agencysupporting

confidence: 61%

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Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Vähäsantanen

2015

Teaching and Teacher Education

292

213

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Section: Individual and Social Resources For Professional Agencysupporting

confidence: 61%

“…The role of power and culture comes to the fore when one creates discourses and practices with specific subject positions; the subject's agency is then seen to lie in her/his ways of participating (involving e.g. resistance and adaptation) in these educational discourses and practices (St. Pierre, 2000;Zembylas, 2003).…”

mentioning

confidence: 99%

Professional agency in the stream of change: Understanding educational change and teachers' professional identities

Vähäsantanen

2015

Teaching and Teacher Education

292

213

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“…Unfortunately, emotional labour that teachers perform has not received much research attention (Zembylas, 2003). As yet, there is limited evidence about how the emotional labour involved in the teaching role may undermine the well-being of teachers.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?

Anomneze¹,

Ugwu²,

Enwereuzor³

et al. 2016

ASS

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The study investigated the moderating role of perceived organizational support on emotional labour-burnout relation among 323 secondary school teachers in Enugu State, Nigeria. Participants completed the Teacher Emotional Labor Scale (TELS), Survey of Perceived Organizational Support (SPOS), and Maslach Burnout Inventory (MBI). Results showed that surface acting, deep acting, and POS significantly predicted emotional exhaustion. Only deep acting and POS significantly predicted depersonalization whereas surface acting did not. Both the two-way interaction terms between surface acting and POS, and that between deep acting and POS were not significant in predicting either emotional exhaustion or depersonalization.

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“…Emotions play a key role in the construction of identity (Zembylas, 2003). They are the necessary link between the social structures in which teachers work and the ways they act.…”

mentioning

confidence: 99%