Teachers’ perceptions of emotional display rules in schools: A systematic review

Stark, Kristabel; Bettini, Elizabeth

doi:10.1016/j.tate.2021.103388

Cited by 37 publications

(36 citation statements)

References 47 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, as reflected in our accounts, the team teachers were sensitive to their context and varied their display of emotions (suppression versus authentic display) according to their physical location (inside versus outside the classroom). This echoes findings from Stark and Bettini (2021) regarding the context-specificity of display rules.…”

Section: How Team Teachers Internally Regulate and Communicate Their ...supporting

confidence: 82%

“…Fourth, the generalizability of our study is limited. Our findings must be transferred to other (cultural) settings with caution, especially because it has been shown that teachers' emotions, emotion regulation strategies, and display rules vary across teaching contexts and cultures (Hagenauer et al, 2016;Stark and Bettini, 2021).…”

Section: Limitations and Future Researchmentioning

confidence: 88%

“…Similarly, Australian teacher educators in higher education reported that openly expressing positive emotions toward their students in teaching is suitable but entails person-specific boundaries; in contrast, the display of negative emotions should be controlled or fully suppressed in order to appear professional, be productive and effective, act as a role model, and form positive student-teacher relationships (Hagenauer and Volet, 2014). What is perceived as an appropriate emotion display from the teachers' perspective varies greatly according to teachers' identities and culturaleducational contexts (e.g., Yin and Lee, 2012;Hagenauer et al, 2016;Chang, 2020;Stark and Bettini, 2021).…”

Section: The Process Model Of Emotion Regulation and Its Application ...mentioning

confidence: 99%

See 2 more Smart Citations

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

2022

View full text Add to dashboard Cite

An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emotion regulation strategies. How team teachers choose to regulate and communicate their emotions, triggered by their team partners, may have significant consequences for collaborative practices and teacher well-being. Based on the process model on emotion regulation and the concepts of co- and shared regulation, the present study aimed to enhance our understanding of team teachers’ perspectives on how to regulate and communicate emotions. To this end, a qualitative interview study was conducted among 30 Austrian team teachers teaching in lower secondary schools. The results of a structuring qualitative content analysis revealed that team teaching is an educational practice that requires high amounts of emotion regulation. It was shown that team teachers regularly use strategies such as attentional deployment or reappraisal to prevent the experience of negative emotions. Team teachers’ rules regarding displays of emotion stipulated that positive emotions can be authentically shown, while negative emotions must be suppressed in front of students. Engaging in discussion with the partner teacher after class is frequently used to handle negative experiences. By making use of co- and shared regulation of emotions (e.g., situation modification), teachers also exploit the potential of team teaching concerning emotional support and workload relief. Encouragement, (shared) praise, and shared humor were also considered to be useful strategies to maintain positive emotions in order to foster successful collaboration. Implications concerning adaptive emotion regulation to foster fruitful team teaching practices are discussed.

show abstract

Section: How Team Teachers Internally Regulate and Communicate Their ...supporting

confidence: 82%

Section: Limitations and Future Researchmentioning

confidence: 88%

Section: The Process Model Of Emotion Regulation and Its Application ...mentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

2022

View full text Add to dashboard Cite

show abstract

“…Research indicates that teachers' emotional management is a function of how teachers understand the emotional expectations of their work (Brown, Vesely, Mahatmya, & Visconti, 2017), how they conceptualize their teacher identities (Brown, Horrner, Kerr & Scanlon, 2014) and how they understand the emotional displays in the professional setting (Stark & Bettini, 2021). Previous studies on emotional labor have not examined how preschool teachers make sense of these emotional expectations within the context of specific professional relationships: teacher-child, teacher-family and teacher-colleague.…”

Section: Emotional Acting Strategiesmentioning

confidence: 99%

Preschool Teachers’ Emotional Acting and School-Based Interactions

Brown

Vesely

Mehta

et al. 2022

Early Childhood Educ J

Self Cite

View full text Add to dashboard Cite

How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacherfamily, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or the deliberate expression or suppression of emotions to achieve organizational goals, in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed.

show abstract

“…Pendidik yang berhati mulia pasti menghindari kebiasaan ini, dan memperlakukan peserta didik dengan ramah, lembut, menyayangi, baik hati, bersahabat, berkata santun, menghargai, mengasuhnya dengan baik, dan lain sejenisnya (Gani, 2019). Sebagai seorang profesional, pendidik memiliki sifat-sifat lembut, menyenangkan, suka memberi dan tidak banyak menuntut (Stark, 2021), luwes, hangat, dapat menerima orang lain, mengenal dirinya sendiri, tidak berpura-pura, menghargai orang lain, tidak mau menang sendiri, dan obyektif (Munro, 1993). Selain itu, dia juga berupaya mengerti peserta didik, mengadakan penyesuaian, membina serta memelihara sikap ramah tamah dan sopan santun, mengusahakan agar setiap peserta didik merasa nyaman (Madukwe et al, 2019), memberi ketenangan, menciptakan suasana tentram, rasa percaya, dan selalu berada dalam kondisi yang baik, serta meninggalkan prasangka-prasangka negatif (Koerstoer, 1985).…”

Section: Pendahuluanunclassified

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Lase¹,

Zega²

2021

J. Obs. J. Pendidik. Anak Usia Dini

View full text Add to dashboard Cite

Penelitian ini bertujuan untuk mengungkap, mengkaji lebih dalam apa adanya, secara spesifik dan urut mengenai kualitas sikap kepribadian guru dalam mendidik peserta didik. menggunakan metode deskriptif bersifat kuantitatif-kualitatif. Pengumpulan data dengan teknik skala likert menggunakan kuesioner, dan instrumen berupa angket tertutup yang dikembangkan berdasarkan pokok-pokok penelitian. Instrumen ini disebar secara acak dari populasi guru-guru PAUD di kota Gunungsitoli sebagai responden dan sumber data penelitian. Data dianalisis secara kuantitatif, dan selanjutnya hasilnya akan dideskripsikan secara kualitatif. Hasil penelitian mengungkap bahwa kualitas sikap kepribadian guru berada pada kategori kurang dan sikap kepribadin ini berdampak besar terhadap motivasi belajar peserta didik, baik secara positif maupun negatif. Direkomendasikan kepada para pendidik agar mengembangkan kualitas sikap kepribadian yang baik

show abstract

Teachers’ perceptions of emotional display rules in schools: A systematic review

Cited by 37 publications

References 47 publications

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner

Preschool Teachers’ Emotional Acting and School-Based Interactions

Sikap Kepribadian Guru PAUD yang Menarik dan Disukai Peserta Didik

Contact Info

Product

Resources

About