“There Isn't an Easy Way for Me to Talk About This”: A Historical and Contemporary Examination of Emotional Rules for Teachers

Abstract

Background/Context As grounding for our work, we consider the creation and development of the teaching profession as a particularly “feminine” role. We then briefly describe the contemporary context of schooling, particularly related to neoliberal accountability and its impact on teachers’ experiences. This comparison shows that the historical claims pertaining to women in the teaching workforce have modern-day equivalents, suggesting that the workforce and emotions pertaining to it are still heavily regulated and monitored. Purpose of Study The purpose of this study is to explore how teachers’ emotions are or are not supported and nurtured in an urban high school, contextualized by an exploration of what it means to work in a “feminized” profession that is increasingly subject to regulations that limit teachers’ autonomy and agency. Research Design Drawing on portraiture methodology and using interview and field note data from a case study on teacher morale in an urban high school, we advance a theory about the emotional rules of teaching in a neoliberal era. Findings We argue that teachers have been socialized into the emotional rules of the profession in ways that inhibit their expressions of so-called outlaw emotions, or negative emotions that certain groups have been taught not to exhibit. For some teachers, these emotions may manifest as vulnerability, shame, or burnout. Conclusions/Recommendations We conclude that emotional rules are embodied and that there are material consequences to the ways teachers are required to regulate their emotions. Teachers’ expressions of outlaw emotions should be viewed as courageous. Teachers’ vulnerability should be nurtured at both individual and institutional levels in order to build teacher community, reduce feelings of burnout and isolation, and ultimately (hopefully) reduce teacher attrition. Valuing the humanity and emotions of teachers is a critical step in ensuring humanity for all of our children.

Teaching as affective labour in a datafied world: a scoping review of the relationship between performance-based accountability and teachers’ emotions

“…Emotional labour thus constitutes a rational act of self-regulation of emotions, which requires extreme intellectual work. In this sense, it challenges the common belief according to which emotions are antithetical to rationality (Dunn et al, 2020). The reviewed articles tability and teachers' emotions Foro de Educación, v. 20, n. 2, julio-diciembre / july-december 2022, pp.…”

“…This means that teachers are expected to show-and ideally feel-a range of desirable emotions (such as empathy, calmness, kindness, compassion), thereby conforming to professional norms (Bodenheimer & Shuster, 2020). In contrast, teachers should also control and repress other emotions considered professionally unacceptable, such as anger, anxiety and vulnerability (Dunn et al, 2020). Emotional rules are seldom explicitly stated, but rather operate as tacit prescriptions in the form of ethical codes, pedagogical practices and techniques.…”

“…Emotional rules are seldom explicitly stated, but rather operate as tacit prescriptions in the form of ethical codes, pedagogical practices and techniques. Teachers are socialized into these rules and work roles, learning what they should and should not feel, and which feelings they should and should not show (Dunn et al, 2020).…”

“…Although emotional rules are often internalized and embodied by teachers (Dunn et al, 2020), their fulfilment requires constant and substantial emotional labour. As Bodenheimer and Shuster (2020) highlight, emotional labour is a concept introduced by Hochschild (1983) and defined by Morris and Feldman (1996, p. 987) as the effort, planning, and control needed to express organizationally desired emotions during interpersonal interactions'.…”

“…e-ISSN: 1698-7802 point out how the daily enactment of emotions not aligning with inner feelings can lead to the experience of guilt, shame, frustration, vulnerability, anger (Dunn et al, 2020) and even to burnout (Bodenheimer & Shuster, 2020). These negative feelings, considered outlaw emotions, are often silenced (Dunn et al, 2020) or expressed exclusively in the private sphere (Steinberg, 2008).…”