Emotions and Work

Ashkanasy, Neal M.

doi:10.1016/b978-0-08-097086-8.22037-0

Cited by 6 publications

(4 citation statements)

References 74 publications

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“…In the field of workplace studies, emotions -including what they signify and how they are important -have gained considerable attention in recent decades (Ashkanasy, 2015;Cascon-Pereira and Hallier, 2012;Petitta and Naughton, 2015;Rausch et al, 2017). Given the everchanging landscape of organisations, with concomitant challenges to organisational practices, individual employees and -very strikingly -leaders, it is no coincidence that concepts of emotions have emerged strongly.…”

Section: Introductionmentioning

confidence: 99%

Emotions in leaders’ enactment of professional agency

Hökkä

Vähäsantanen

Paloniemi

et al. 2019

JWL

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Purpose Although there has been an increase in workplace studies on professional agency, few of these have examined the role of emotions in the enactment of agency at work. To date, professional agency has been mainly conceptualised as a goal-oriented, rational activity aimed at influencing a current state of affairs. Challenged by this, this study aims to elaborate the nature and quality of emotions and how they might be connected to the enactment of professional agency. Design/methodology/approach Data are collected in the context of a leadership coaching programme that aimed to promote the leaders’ professional agency over the course of a year. The participants (11 middle-management leaders working in university and hospital contexts) were interviewed before and after the programme, and the data were analysed using qualitative content analysis. Findings Findings showed that emotions played an important role in the leaders’ enactment of professional agency, as it pertained to their work and to their professional identity. The study suggests that enacting professional agency is by no means a matter of purely rational actions. Practical implications The study suggests that emotional agency can be learned and enhanced through group-based interventions reflecting on and processing one’s own professional roles and work. Originality/value As a theoretical conclusion, the study argues that professional agency should be reconceptualised in such a way as to acknowledge the importance of emotions (one’s own and those of one’s fellow workers) in practising agency within organisational contexts.

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Section: Introductionmentioning

confidence: 99%

Emotions in leaders’ enactment of professional agency

Hökkä

Vähäsantanen

Paloniemi

et al. 2019

JWL

View full text Add to dashboard Cite

show abstract

“…Emotions are embodied experiences triggered by subjective interpretations of real or imagined contexts and events, and influence how teachers behave in response to their professional circumstances (e.g. Ashkanasy, 2015;Watkins, 2011). The interpretations teachers make become part of 'narratives of subjectivity' and are constantly shifting, due to 'n arratives of culture' and fluctuating contextual resources and tensions (Zembylas, 2003).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Qui suis-je

Pappa¹,

Aladin

Moate

2020

Apples

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The scarcity of research on French immersion teachers’ professional identity contrasts with the increasing popularity of French immersion programs in Canada and the concomitant need for French immersion teachers. This study explores the professional identity negotiation of four French immersion teachers in Alberta, Canada, with a focus on discontinuity. Semi-structured interviews conducted face-to-face with the participants were analysed using dialogic narrative analysis. The findings highlight how discontinuity is occasioned by a change in knowledge about the French immersion teaching as a profession, encountering classroom realities, shifting one’s values concerning second language learning and the emotions one experiences in moments of discontinuity. A negative change in emotion may encourage discontinuity in immersion teacher identity and teachers’ understanding of themselves as second language learners. On the other hand, positive emotions underline the harboured passion for French and second language learning and may help re-align French immersion teacher identity to the sense of purpose teachers identified in their professional lives. The study concludes with a discussion of certain considerations arising from the data.

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“…Samtidig vil det alltid vaere unike, kontekstuelle forhold på ulike områder, slik som et spesielt dedikert personale, spesielt krevende brukere eller et saeregent emosjonelt klima. Et emosjonelt klima kan for eksempel vaere preget av depresjon, frykt eller åpenhet (Ashkanasy, 2015).…”

Section: Avslutningunclassified

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2017

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Emotions and Work

Cited by 6 publications

References 74 publications

Emotions in leaders’ enactment of professional agency

Emotions in leaders’ enactment of professional agency

Qui suis-je

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