Inquiry on Teachers’ Emotion

Emotions and Casual Teachers: Implications of the Precariat for Initial Teacher Education

“…Yet within the last decade or so, research in this area has been growing steadily (Pekrun & Linnenbrink-Garcia, 2014;Schutz, P., 2014;Taxer & Frenzel, 2015;Uitto et al, 2015). The deficit in this area until recently appears a significant omission given that the 'emotional labour' and high stress levels implicated in teaching in all its forms affects the quality of teachers' work to varying degrees.…”

“…When teachers consider they have facilitated successful teaching experiences they tend to experience "joy, excitement, exhilaration and deep satisfaction" (Nias, 1996, p. 4), while teachers can experience "hostile passions" which include "fear, vulnerability, resentment, frustration, pain, guilt and anger" when this does not occur (p. 6). Thus 'goal congruence' can be a source of positive emotions, while incongruence can produce negative emotions (Frenzel, Goetz, Stephens, & Jacob, 2009;Schutz, 2014). After Frenzel et.…”

“…Positive emotions are usually deemed acceptable (Zembylas, 2003), whereas more adverse emotions can facilitate various degrees of tolerance or disapproval. For instance, frustration may be seen as more appropriate or socially acceptable within the context of schools, rather than anger (Schutz, 2014). Not containing and subduing some negative emotions, like anger, can be viewed as a teacher 'losing it' by the students or exceeding what is rational (Kenway & Youdell, 2011) by the executive, colleagues and parents/carers.…”

“…In light of the affective encounters that CTs frequently face, it is also important to recognise that CTs have different emotional experiences across schools, with social, historical and contextual factors influencing their emotions (Schutz, 2014). Positive emotions are usually deemed acceptable (Zembylas, 2003), whereas more adverse emotions can facilitate various degrees of tolerance or disapproval.…”

University teachers’ perceptions of appropriate emotion display and high-quality teacher-student relationship: Similarities and differences across cultural-educational contexts

“…Emotions in teaching have received increased attention in educational research in the school context (Newberry, Gallant, & Riley, 2013;Schutz & Zembylas, 2011, Schutz, 2014. Teachers' experience of emotions and the communication of these emotions are expected to have a significant impact on the quality of their teaching practice and the socio-emotional climate in the classroom (Jennings & Greenberg, 2009).…”