Mixed emotions: teachers’ perceptions of their interactions with students

Hargreaves, Andy

doi:10.1016/s0742-051x(00)00028-7

Cited by 1,024 publications

(938 citation statements)

References 12 publications

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“…This may be due to the professional nature of the relationship between teachers and students, whereby teachers are viewed as authority figures, which may make it difficult to disclose sensitive issues (Hargreaves, 2000). This supports the need for the provision of support staff dedicated to health and well-being.…”

Section: Discussionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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A growing evidence base indicates that health and educational attainment are synergistic goals. Students’ relationships with teachers and other students in the school environment are consistently predictive of a broad range of health and well-being outcomes. Despite the potential importance of relationships between students and a broad range of actors within a school, research tends to reduce ‘school staff’ to ‘teachers’. Previous research has highlighted incongruence between the power imbalance within a teacher–student relationship and the dynamics required to address health and well-being-related issues. To date, there has been no investigation into how the nature of the relationships between students and support staff may differ from those with teaching staff. This article aims to conceptualise the role of support versus teaching staff in promoting health and well-being to understand how school system functioning may affect relationships between school staff and students. Semi-structured interviews were conducted to obtain the perceptions of staff, students and parents within four exploratory case study schools of differing socio-economic status, geographical location and size. In line with the Theory of Health Promoting Schools and Human Functioning, findings demonstrated that the prominence of well-being relies on provision of staffing structures which include a team of support staff to work alongside teaching staff to provide the time and space to deal with issues immediately and build trust and rapport in a one-to-one setting. Further mixed-methods research is required to investigate how staffing structures can facilitate the development of mutually trusting relationships between staff and students.

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Section: Discussionmentioning

confidence: 99%

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Littlecott

Moore

Murphy

2018

Pastoral Care in Education

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“…On the one hand it seems reasonable for teachers who became parents to understand more easily how parents feel, what they need, how many restrictions they face regarding their expectations, how many failures and disappointments they have experienced, how tired they are, how vulnerable they are as regards their children. At the same time, it is easier for them to 'see' in their students' faces their own children, and thus to loosen their demands, to pass over incidents of misbehaviour, to support students' various weaknesses (Devine et al, 2013;Hargreaves, 2000). The results of the present research also showed that for the majority of the teachers their effort to address effectively the increasing professional demands during parenthood forces them to develop flexible, alternative 'self-survival' strategies (regarding effective management of time, of physical strength, of mental and emotional stimuli and experiences, and of student and family children needs and demands) (Sutton et al, 2009) that in the long-run make them better (though not less tired) professionals and parents as well (Opdenakker &.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives

Koutrouba¹,

Kalantzaki²,

Christopoulos³

2016

Eur. j. soc. sci. educ. res.

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The present study examines 30 Greek teachers' views about changes that took place after they became parents regarding teaching and learning, communication and cooperation with students and parents, and attitudes towards teacher profession. The data were collected through semi-structured face to face in-depth interviews, based on 25 close-and open-ended questions, and classified into categories using content analysis. The research indicates, inter alia, that parenthood had a major impact on teachers' empathy, on attitudes towards low-achievers, and on the implemented teaching procedures per se. It also shows that teachers who became parents tend to improve their communication with their students' parents, to be more tolerant of criticism, and to be more patient and supportive as regards students' academic and socio-affective achievements. Regarding athome planning and preparation, and physical, mental and emotional fatigue of teachers during parenthood, the present study reveals developing burning-out symptoms, which are, however, counterbalanced by strong feelings of rewarding love and acceptance displayed by their students. It finally shows that parenthood does not subjugate the professional aspirations of vivid, ambitious teachers, although female teachers who became parents are expected to face more obstacles than their male colleagues during their professional and family life, especially if they hold a position in school administration, lack the provision of at-home help or have family children who display learning or other physical disabilities or misbehavior problems.

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“…These researchers state that teaching is a very emotionally intense profession, individuals are very passionate about their work and emotional labor sometimes has a positive affect (Hargreaves, 1998(Hargreaves, , 2000Isenbarger & Zembylas, 2006). They argue that the nature of the work, though emotionally draining at times, is also intrinsically motivating and rewarding.…”

Section: Emotional Labor and The Teaching Professionmentioning

confidence: 99%

“…Hargreaves (2000) in an interesting study examined the "emotional geographies" how teacher feelings and emotions are embedded in the conditions and interactions of their work. He states that teaching and learning are "emotional practices" and irrevocably emotional.…”

Section: Emotional Labor and The Teaching Professionmentioning

confidence: 99%

“…Additionally, the trends in education in many parts of the world have also changed due to economic, political and social factors and many educational organizations including schools, colleges and universities have become like a service-like industry (Hargreaves, 2000). Teachers are similar in many ways to service workers and have to respond to not only the needs of the students, but they are accountable to the parents and other stakeholders.…”

Section: Introduction To the Educational Environmentmentioning

confidence: 99%

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Emotional Labor: An Examination of Faculty in Two Countries

Menon¹,

Narayanan²

2015

IES

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Although there have been several studies on expatriate adjustment, acculturation and cultural adaptation to a foreign culture in service-driven occupations, there is a dearth of research in many areas. There have been few studies that have looked at jobs that have high emotional labor in the academic field in a cross-cultural context. This study attempts to fill this gap by examining a high emotional labor occupation -the teaching profession, by looking at two different samples of teaching faculty, in two different countries. Two different groups of faculty from the US one teaching in the US, and one teaching as expatriate faculty in China were compared. Findings revealed significant differences in perceptions of emotional labor, stressors and strains. The implications of these findings are discussed.

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Mixed emotions: teachers’ perceptions of their interactions with students

Cited by 1,024 publications

References 12 publications

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

Student health and well-being in secondary schools: the role of school support staff alongside teaching staff

When Teachers Become Parents: Parenthood Influence on Greek Teachers’ Professional Lives

Emotional Labor: An Examination of Faculty in Two Countries

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