Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers

Hosotani, Rika; Imai-Matsumura, Kyoko

doi:10.1016/j.tate.2011.03.010

Cited by 99 publications

(81 citation statements)

References 45 publications

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“…In the articles focussing on teachers' emotions in various educational settings, the theoretical frameworks deal with discomforting emotions (Zembylas, Charalambous, & Charalambous, 2012), guilt and guilt traps (Hargreaves & Tucker, 1991) and uncertainty (Helsing, 2007). In the articles focussing on the regulation of emotions, the emphasis is on teachers' emotional competences related to their interactions with children (Hosotani & Imai-Matsumura, 2011), the emotional rules of teachers' work (Yin & Lee, 2012) and the transaction of teachers' internal psychological characteristics with the external environment (Cross & Hong, 2012).…”

Section: Teachers' Emotions and Regulation Of Emotionsmentioning

confidence: 99%

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Uitto

Jokikokko

Estola

2015

Teaching and Teacher Education

165

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Section: Teachers' Emotions and Regulation Of Emotionsmentioning

confidence: 99%

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Uitto

Jokikokko

Estola

2015

Teaching and Teacher Education

165

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“…Therefore, 2 rounds of interviews were conducted with each round lasting from 20 to 60 minutes. The input for interview protocol was mainly adapted from methodological procedures in other studies on emotions (Hargreaves, 2001;Hosotani & Imai-Matsumura, 2011;Sutton, 2004;Yin & Lee, 2012). The entire protocol contained 40 questions incorporating aspect of teachers' emotional relationship with their students, colleagues, school principals and parents in addition to semi-structured and unstructured questions used to further investigate the issue under discussion.…”

Section: Interviewmentioning

confidence: 99%

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Chahkandi¹,

Rasekh²,

Tavakoli³

2016

IJAL

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This research intends to explore the efficacious English teachers' goals and strategies to effectively manage their own as well as their students' emotions. The data of the study included interviews with 22 English teachers and 92 diary journals kept by 12 teachers who were among the top 20% of ELTEI (ELT teacher efficacy instrument) scorers and identified as efficacious English teachers. The results indicated that teachers' goals for regulating their positive emotions included maintaining authority in relation to students, presenting unbiased teacher character, and enhancing teaching effectiveness. For regulating negative emotions, the goals included maintaining the teacher and students' mental health, promoting teacher-student relationships, and reinforcing the image of teachers as moral guides. Teachers also used a variety of antecedent-focused and response-focused strategies hierarchically for effective emotion management including situation selection, situation modification, attention deployment, cognitive change, and response modulation. The findings were discussed with reference to the role of culture in emotion regulation and effectiveness of different sub-strategies. The results may promise some implications for teacher education programs and teacher educators about the inclusion of professional development opportunities for EFL teachers in terms of effective emotion management.

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“…As such, the human factor needs to be placed in the foreground because school systems can only progress based on the attitudes, judgment and behaviour of their workforce. Hence, it is important for a teacher to demonstrate emotional competence in teaching which could lead them for a better job performance (Hosotani & Imai-Matsumura, 2011).…”

Section: Literature Reviewmentioning

confidence: 99%

Emotional Intelligence and Job Performance among School Teachers

Yoke¹,

Panatik²

2015

ASS

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The concept of emotional intelligence has observed a rapidly growing interest among the society. However, there has been a regrettable lack of attention on the emotional intelligence construct especially in an education setting. This paper was aimed to examine the relationship between emotional intelligence and job performance among school teachers. This study used a quantitative research methodology involved survey questionnaire to collect data. A total of 384 school teachers from the academic primary and secondary schools involved in this study. Emotional intelligence was assessed by Wong and Law Emotional Intelligence Scale (WLEIS). The findings of this empirical study found that all the four dimensions of emotional intelligence (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were positively significant associated with job performance. Overall, this research has makes several theoretical contributions to the emotional intelligence literatures, and provides some meaningful managerial implications to the school administrators. Several recommendations for future research were drawn from this research as well.

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Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers

Cited by 99 publications

References 45 publications

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985–2014

Efficacious EFL Teachers’ Goals and Strategies for Emotion Management: The Role of Culture in Focus

Emotional Intelligence and Job Performance among School Teachers

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