I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths

Mawhinney, Lynnette; Rinke, Carol R.

doi:10.1177/0042085917741726

Cited by 13 publications

(15 citation statements)

References 40 publications

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“…In this case, through two excellent teachers' stories, we can understand the emotional experiences, especially the struggles and bumping moments, that lie behind the scenarios so that we can unpack the intricacies behind the profession. These retrospective and reflexive life stories help capture their career lifespan (Goodson and Sikes, 2001) from their entry into the profession to their experiences as a teacher across the profession (Mawhinney and Rinke, 2018). Therefore, this study provides useful insights for promoting teacher emotional capacity in professional practice across different career stages.…”

Section: Implications For Practicementioning

confidence: 96%

“…Third, teacher emotions have been identified to be sustainable. For example, two teacher leavers from United States reported sustainable negative emotions (e.g., sadness, anger, stress, and frustration) after reflecting on their teaching career and guilt after leaving teaching profession (Mawhinney and Rinke, 2018).…”

Section: Conceptual Framework For Teachers' Emotional Experiences Teamentioning

confidence: 99%

“…However, as real-time observation of teachers' emotional experience across their entire career is impractical, collecting their past emotional experiences is more realistic. This is why story telling is often utilized as a common means in teacher professional development and novice teachers are encouraged to do teaching reflection (Mawhinney and Rinke, 2018). Some scholars in teacher emotion fields have provided examples such as Hargreaves' (2000) "emotional episodes, " Erb's (2002) "emotional incidents, " and Gallant's (2013) "narrative emotional experiences" drawn from past experiences.…”

Section: Implications For Practicementioning

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: Implications For Practicementioning

confidence: 96%

Section: Conceptual Framework For Teachers' Emotional Experiences Teamentioning

confidence: 99%

Section: Implications For Practicementioning

confidence: 99%

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

2020

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“…The principals experienced feelings of anger, hopelessness, fear, frustration, loneliness, and stress in the initial stage but also happiness; in the establishment stage, they felt calm and assertive but also vulnerable; and in the later stage, they experienced feelings of empathy, happiness, pride, and satisfaction, but also anger, anxiety, and depression. Similarly, Mawhinney and Rinke (2018) reported the sustained negative emotions (e.g., anger, frustration, feeling sad and stress) of two teacher leaders from the United States who related feelings of guilt after they had left the teaching profession.…”

Section: Emotions Of Teacher Leadersmentioning

confidence: 97%

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Tian-jun

Chen

Bryant

2021

Asia-Pacific Edu Res

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The current study explores teacher leaders' emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note that pride negatively affected teacher professionalism through collegial trust. Implications and future directions are proposed in the form of theory and practice.

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“…A substantial body of research affirmed the emotional nature of the teaching profession (Mawhinney & Rinke, 2018;Taxer, Becker-Kurz, & Frenzel, 2019), which is often found as the most credible explanation in linking perfectionism with distress variables such as anxiety, stress, and burnout (Comerchero, 2008;Kenny, Davis, & Oates, 2004;Stoeber & Rennert, 2008;Travers & Cooper, 1996). For instance, researchers explained the association between dimensions of perfectionism and indices of job stress (the intensity and frequency of professional distress, emotional manifestations, and physiological manifestations) and perceptions of organizational support (measures of job satisfaction, job expectancy, and absenteeism) in teachers and coaches (Flett, Hewitt, & Hallett, 1995;Tashman, Tenenbaum, & Eklund, 2010).…”

Section: Theoretical Overviewmentioning

confidence: 99%

Perfectionist Types in the English as a Foreign Language Teaching Profession in Russia

Wang

Permyakova

Sheveleva

2019

JLE

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This study examines perfectionism in the English language teaching profession in Russia. The aims are threefold: 1) to use latent profile analysis (LPA) to classify English as a foreign language (EFL) teachers into different types of perfectionists; 2) to compare different types of perfectionists using depression-anxiety-stress indicators (DASS); 3) to study the link between perfectionism and the perception of one’s professional teaching activity. We used convenience sampling by collecting data from 117 English teachers (5% males, 95% females; age range 20-64; M= 39; SD=12) with the Short Almost Perfect Scale (SAPS) and the Depression Anxiety Stress Scale-21 (DASS-21). LPA was conducted to determine the optimal number of types of individuals based on their SAPS profile. Three distinct classes of perfectionists were found (adaptive, maladaptive, non-perfectionists). 27% of the respondents fell into the category of maladaptive perfectionists with high scores on both the Standards and Discrepancy subscales. Teachers with higher Standards tend to be more aware of their perfectionism. Teachers who are less satisfied with their English proficiency tend to be more stressed at work. However, the results of the study did not indicate significant differences between the perfectionist types on anxiety, depression, and stress. The findings suggest the need to develop these scales further for measuring perfectionism in the teaching profession and in EFL teaching particularly.

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I Just Feel So Guilty: The Role of Emotions in Former Urban Teachers’ Career Paths

Cited by 13 publications

References 40 publications

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

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

Teacher Leaders’ Emotions Mirror Teacher Professionalism via Collegial Trust

Perfectionist Types in the English as a Foreign Language Teaching Profession in Russia

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