Some reports estimate that nearly 50% of teachers entering the profession leave within the first five years (Alliance for Excellent Education 2004; Ingersoll, 2003; Quality Counts 2000). One explanation of why teachers leave the profession so early in their career might be related to the emotional nature of the teaching profession. For example, teaching is an occupation that involves considerable emotional labor. Emotional labor involves the effort, planning, and control teachers need to express organizationally desired emotions during interpersonal transactions. As such, emotional labor has been associated with job dissatisfaction, health symptoms and emotional exhaustion, which are key components of burnout and related to teachers who drop out of the profession. Research into emotional labor in teaching and other aspects of teachers’ emotions is becoming increasingly important not only because of the growing number of teachers leaving the profession, but also because unpleasant classroom emotions have considerable implications for student learning, school climate and the quality of education in general.
Using a variety of different methodological and theoretical approaches, the authors in this edited volume, Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, provide a systematic overview that enriches our understanding of the role of emotions in teachers’ professional lives and work. More specifically, the authors discuss inquiry related to teachers’ emotions in educational reform, teacher identity, student involvement, race/class/gender issues, school administration and inspection, emotional labor, teacher burnout and several other related issues. This volume, then, represents the accumulation of different epistemological and theoretical positions related to inquiry on teachers’ emotions, acknowledging that emotions are core components of teachers’ lives.
Advances in Teacher Emotion Researchtakes an eclectic look at teacher emotions, presenting current research from diverse perspectives, thereby making this volume a significant contribution to the field.
Inhoudsopgave
to Advances in Teacher Emotion Research: The Impact on Teachers’ Lives.- Teacher Emotions in the Context of Teaching and Teacher Education.- Teacher Emotions: Well Being and Effectiveness.- Seeking Eudaimonia: The Emotions in Learning to Teach and to Mentor.- Emotion Management and Display in Teaching: Some Ethical and Moral Considerations in the Era of Marketization and Commercialization.- Entering the Emotional Practices of Teaching.- Student and Teacher Involvement.- Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students.- Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test.- Teacher Transactions with the Emotional Dimensions of Student Experiences with Cancer.- Emotional Scaffolding: The Emotional and Imaginative Dimensions of Teaching and Learning.- Educational Psychology Perspectives on Teachers’ Emotions.- Teachers’ Emotions in Times of Change.- Surviving Diversity in Times of Performativity: Understanding Teachers’ Emotional Experience of Change.- Teachers’ Emotions in a Context of Reforms: To a Deeper Understanding of Teachers and Reforms.- Implementing High-Quality Educational Reform Efforts: An Interpersonal Circumplex Model Bridging Social and Personal Aspects of Teachers’ Motivation.- Beliefs and Professional Identity: Critical Constructs in Examining the Impact of Reform on the Emotional Experiences of Teachers.- Race, Gender and Power Relationships.- An Exploratory Study of Race and Religion in the Emotional Experience of African-American Female Teachers.- The Emotionality of Women Professors of Color in Engineering: A Critical Race Theory and Critical Race Feminism Perspective.- Emotions and Social Inequalities: Mobilizing Emotions for Social Justice Education.- A Future Agenda for Research on Teachers’ Emotions in Education.- Research on Teachers’ Emotions in Education: Findings, Practical Implications and Future Agenda.
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