Expressing Emotions in Teaching : Inducement, Suppression, and Disclosure as Caring Profession

Kimura, Yuu

doi:10.7571/esjkyoiku.5.63

Cited by 27 publications

(12 citation statements)

References 26 publications

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“…For example, students' inactivity or unfriendliness provoke negative emotions in teachers (Kimura, 2010), and student misbehavior contributes into teachers' emotional exhaustion (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010 with their colleagues, undesirable school situations, and students' lack of academic progress.…”

Section: Emotionsmentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

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This study aimed to examine: 1) teachers' self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task-and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with re-

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Section: Emotionsmentioning

confidence: 99%

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Στεφάνου¹,

Oikonomou²

2018

PSYCH

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“…Also intrusion, administrative leadership approach, differences between teachers and administrators, the outcome of changes or reforms brought to the school by administrators or managers have been considered as factors for teachers' emotional experience (Chen, 2016). During classroom teaching and learning, teachers develop emotions due to students' responses, interactions and behaviour they show like making jokes, laughing loudly or smile (Kimura, 2010). These emotions may range from pleasant to unpleasant depending on the issue causing the emotion and may affect students' learning and teachers' commitment in teaching respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding Pre-service Teachers’ Emotion Experience During Teaching Practice in Tanzania: Causes, Management Strategies and the Impacts in Teaching

2020

JEP

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Teacher's emotions serves as a central aspect of teachers' life as it govern classroom interactions and have a significant impact on students' learning. There are various factors that are associated with causing emotions and influencing teacher emotions like individual expectations, working environments or interaction patterns between sides. Given this, the study was structured to understand pre-service teachers' emotional experience during teaching practices. Specifically, the study sought to examine the causes, management strategies and its impact in the process of teaching and learning. Data were collected from 87 participants who were pre-service teachers who had been in teaching practice for eight weeks. The quantitative data collected were analysed by using MS excel 2007 and presented in descriptive statistics while qualitative data were analysed by using thematic analysis and supported with direct quotes. The findings show that pre-service teachers experienced emotions when their expectations about students' performances and active engagement were not met as well as when they achieved their goals of creating active learning environments. In situations that generated negative emotions, pre-service teachers sought advice from experienced teachers, they engaged in refreshing activities like listening to music, playing games or in classroom situations they were flexible to change to more interesting and engaging methods. The findings further revealed that impact of emotional experience is in two folds. On one side teachers become motivated to try new innovation and creativity when they experience positive emotion while on the other side they become discouraged when they experience negative emotions. Based on these findings, it is recommended that more studies on emotional dissonance should be conducted to help broader understanding of teacher emotions and how they can help improve their teaching.

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“…Shapiro (2010) identifica emociones positivas como afecto y amor, y negativas como ira, decepción, ansiedad y soledad. Kimura (2010) evidencia emociones negativas como ira, irritación, vergüenza y tristeza, y positivas como alegría, asombro y placer. Mientras que, en relación con condiciones propias del profesor, Lazarus (2000) identifica emociones positivas como agrado, gusto y complacencia, con relación al logro de objetivos personales, y negativas como frustración vinculada a la dificultad en la gestión y cumplimiento de los objetivos.…”

Section: Los Sentimientos Del Profesorado En Su Relación Con El Contextounclassified

“…Estos tipos de sentimientos han aparecido de manera similar en otras investigaciones: la satisfacción por la interacción social y el desempeño de los estudiantes (Kimura, 2010;Shapiro, 2010), la insatisfacción con las condiciones escolares y de la gestión educativa (Hargreaves, 2005;Van Veen & Sleegers, 2006) y la insatisfacción con el compromiso del docente (Sutton & Wheatley, 2003). Algunos estudios relevantes (Shapiro, 2010;Hargreaves, 2000) ponen de manifiesto que la relación con los estudiantes es la fuente de la mayoría de emociones positivas o negativas que puede experimentar el profesor.…”

Section: Conclusionesunclassified

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El Contexto Educativo Y Su Relación Con Los Sentimientos Sobre La Profesión Y La Docencia en Profesores De La Educación Secundaria

Torres

2017

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Cómo citar este artículo Gómez Torres, F. H. (2017). El contexto educativo y su relación con los sentimientos sobre la profesión y la docencia en profesores de la educación secundaria. Revista de Investigaciones UCM, 17(30), 12-26. Origen del artículo Artículo derivado de la investigación concluida: "La identidad profesional de los profesores de matemáticas y ciencias sociales en la educación secundaria", llevada a cabo por el autor en la Universidad Autónoma de Barcelona. Finalizada en 2016. Objetivo: identificar los sentimientos y las condiciones asociadas a la profesión y la enseñanza en profesores de la educación secundaria. Metodología: se trabajó en el marco de la investigación fenomenográfica con 30 profesores; la información se obtuvo a partir de entrevista semiestructurada desarrollada en cuatro momentos y una observación de sesión de clase por profesor. Hallazgos: los resultados muestran que se encuentran sentimientos positivos y negativos vinculados a diez condiciones diferentes. Conclusiones: se pueden identificar las condiciones que producen satisfacción e insatisfacción de manera diferenciada, cuando se indaga sobre la docencia en general, en comparación con situaciones específicas de enseñanza, cuestión que permite comprender el lugar en el que ubica su afecto el profesor y trabajar en el sostenimiento o mejoramiento de las condiciones asociadas. Francisco Hernando Gómez Torres Revista de Investigaciones UCM · ISSN: 0121-067X (ImpresoPalabras claves: docente de secundaria, enseñanza secundaria, sentimiento, contexto de aprendizaje. EDUCATIONAL CONTEXT AND ITS RELATION WITH THE EMOTIONAL STATE REGARDING THE PROFESSION AND TEACHING OF HIGH SCHOOL TEACHERSObjective: to identify the feelings and conditions associated with the profession and the teaching of high school teachers. Methodology: this study was carried out with 30 teachers under the frame of phenomenological research; the information was obtained from a semi-structured interview developed in four different moments along with an individual class observation. Findings: the results show that there are positive and negative feelings associated with ten different conditions. Conclusions: it is possible to identify the conditions that produce satisfaction and dissatisfaction in a differentiated way, when there are inquiries on the teaching in general compared with teaching specific situations, aspect that allows the understanding of the place the teacher gives to his care, and to work on the sustainability or enhancement of the associated conditions.

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Expressing Emotions in Teaching : Inducement, Suppression, and Disclosure as Caring Profession

Abstract: Japanese Educational Research Association è JapaneseEducationalReseaichAssociation Educational Studies in Jopan,' international fearbook IVb.5, Decembec 2010, lrp.63-7S tionary andpwfessional activity ofcaring rather than emotional labon

Cited by 27 publications

References 26 publications

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Teacher Emotions in Primary and Secondary Education: Effects of Self-Efficacy and Collective-Efficacy, and Problem-Solving Appraisal as a Moderating Mechanism

Understanding Pre-service Teachers’ Emotion Experience During Teaching Practice in Tanzania: Causes, Management Strategies and the Impacts in Teaching

El Contexto Educativo Y Su Relación Con Los Sentimientos Sobre La Profesión Y La Docencia en Profesores De La Educación Secundaria

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