Gendered emotion management and teacher outcomes in secondary school teaching: A review

Olson, Rebecca E.; McKenzie, Jordan; Mills, Kathy A.; Patulny, Roger; Bellocchi, Alberto; Caristo, Fiona

doi:10.1016/j.tate.2019.01.010

Cited by 37 publications

(45 citation statements)

References 93 publications

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“…However, inconsistent results have been identified regarding gender effect on teacher emotion management. Some studies suggest that there are no gendered differences in how teachers manage emotions (Timms et al, 2007), while a recent review (Olson et al, 2019) revealed that female teachers use deep acting strategies, though experiencing more unpleasant emotions. Surface acting is more usually used by male teachers but with depersonalization.…”

Section: Teachers' Emotions and Emotional Labor In Contextmentioning

confidence: 99%

“…This mixed finding is disparate from those in Yin's (2016) study in which Chinese teachers believe it is better to distance personal and work emotions. The discrepancies of emotional labor strategies may be caused by gender, as Olson et al (2019) in their recent review found that female teachers are inclined to adopt more deep acting and personalized strategies, but male teachers favor surface acting and depersonalized strategies more.…”

Section: Context and Gender Effect On Emotional Experiencesmentioning

confidence: 99%

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Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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The current study aimed to investigate excellent teachers' emotional journey, particularly, the trajectory of emotional experiences and emotional labor strategies at different career phases. The research used a case-study approach to explore the storied experience of two teachers (female and male) who were bestowed the Provincial Excellent Teacher Award. They were close to retirement so they could retrieve emotional experiences from across their entire career. Individual semi-structured interviews were utilized as a major data source, supplemented with relevant documentation and phone calls to achieve data triangulation. Thematic analysis was adopted to deal with data. The findings demonstrated a dynamic pattern of emotions and emotional labor, transiting from one teacher career stage to another. It was observed that the female teacher experienced mixed emotions but the male teacher had more negative emotions at the early stage. Both teachers claimed more positive emotions in the middle stage and a high level of satisfaction in the late stage. Both of them employed genuine expression and surface acting strategies in the first two stages. In the late stage, the female teacher used a combination of genuine expression and deep acting with more empathy, whilst the male teacher adopted a combination of surface acting and genuine expression aiming for a neutral atmosphere. Social values, organizational demands professional self, and gender are discussed for possibly resulting in these discrepancies.

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Section: Teachers' Emotions and Emotional Labor In Contextmentioning

confidence: 99%

Section: Context and Gender Effect On Emotional Experiencesmentioning

confidence: 99%

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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“…Therefore, the present study investigated not only the association between teachers' typical use of emotion regulation strategies and their feelings of emotional exhaustion but also the potential moderating role of their implicit attitudes toward emotion regulation versus emotion expression. Moreover, other factors that have been related to teacher's emotional exhaustion were taken into account, namely, the quality of the teacher-student relationship (Chang, 2009;Spilt et al, 2011), years of teaching experience (Grandey, 2000;Harmsen et al, 2018), and teacher gender (Johnson and Spector, 2007;Olson et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

et al. 2020

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“…Mindset was chosen as one of the target attributes because teachers' beliefs about the nature of learning and the plasticity of student abilities can have pervasive consequences for their instructional choices as well as students' performance and self-beliefs (e.g., Roose, Vantieghem, Vanderlinde, & Van Avermaet, 2019;Timmerman, Kuyper, & van der Werf, 2015;Zhu, Urhahne, & Rubie-Davies, 2018). Finally, in consideration that everyday school life is replete with situations requiring the regulation of emotions in order to achieve beneficial educational outcomes (Frenzel, Becker-Kurz, Pekrun, & Goetz, 2015;Olson et al, 2019), emotion regulation was considered as a further target attribute. These three core attributes informed the content of the SJT analysed in this study.…”

Section: Using Sjts To Assess Prospective Teachers' Non-cognitive Attmentioning

confidence: 99%

The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgment test performance

Bardach¹,

Rushby²,

Klassen³

2019

Preprint

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Background: Situational judgment tests (SJTs) measure non-cognitive attributes and have recently drawn attention as a selection method for initial teacher education programs. To date, very little is known about adverse impact in teacher selection SJT performance.Aims: This study aimed to shed light on adverse effects of gender, ethnicity, and socio-economic status (SES) on SJT scores, by exploring both main effects and interactions, and considering both overall SJT performance and separate SJT domain scores (mindset, emotion regulation, and conscientiousness).Sample: A total of 2,808 prospective teachers completed the SJTs as part of the initial stage of selection into a teacher education program.Methods: In addition to SJT scores, the variables gender (female vs. male), ethnicity (majority group vs. minority group), and home SES background (higher SES status vs. lower SES status) were used in the analyses. Moderated regression models were employed.Results and conclusions: Gender effects (females scoring higher than males) were restricted to emotion regulation, while ethnicity effects (ethnic majority group members scoring higher than ethnic minority group members) emerged for SJT overall scores and all three domains. The results revealed significant interactions (gender and ethnicity; ethnicity and SES) for SJT overall scores and two domains. Considering the importance of reducing subgroup differences in selection test scores to ensure equal access to teacher education, this study’s findings are a critical contribution. The partially differentiated results for overall vs. domain-specific scores point towards the promise of applying a domain-level perspective in research on teacher selection SJTs.

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Gendered emotion management and teacher outcomes in secondary school teaching: A review

Cited by 37 publications

References 93 publications

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

Teachers’ Emotional Exhaustion: Associations With Their Typical Use of and Implicit Attitudes Toward Emotion Regulation Strategies

The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgment test performance

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