Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’

Hebson, Gail; Earnshaw, Jill; Marchington, Lorrie

doi:10.1080/02680930701625312

Cited by 64 publications

(38 citation statements)

References 15 publications

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“…According to Hebson, Earnshaw, and Marchington (2007), teachers are increasingly required to manage their emotions in like manner as employees in the service sector. They are expected to express different emotions during their interactions with students.…”

Section: Emotional Labour and Burnoutmentioning

confidence: 99%

Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?

Anomneze¹,

Ugwu²,

Enwereuzor³

et al. 2016

ASS

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The study investigated the moderating role of perceived organizational support on emotional labour-burnout relation among 323 secondary school teachers in Enugu State, Nigeria. Participants completed the Teacher Emotional Labor Scale (TELS), Survey of Perceived Organizational Support (SPOS), and Maslach Burnout Inventory (MBI). Results showed that surface acting, deep acting, and POS significantly predicted emotional exhaustion. Only deep acting and POS significantly predicted depersonalization whereas surface acting did not. Both the two-way interaction terms between surface acting and POS, and that between deep acting and POS were not significant in predicting either emotional exhaustion or depersonalization.

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Section: Emotional Labour and Burnoutmentioning

confidence: 99%

Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?

Anomneze¹,

Ugwu²,

Enwereuzor³

et al. 2016

ASS

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“…This is substantiated by literature on teachers' work which identifies emotional work as a central component of effective educational practice (Ball, 2003;Connell, 2009;Hebson, Earnshaw & Marchington, 2007) and is understandably linked to the concept of teaching as a caring profession. Although these findings clearly demonstrate the necessity of recognising emotional work and the affective domain in sustaining teacher wellbeing, this aspect of teachers' lives can be marginalised in neoliberal times that prioritise a narrow range of measurable outputs above holistic human endeavours and feelings (Bullough & Pinnegar, 2009;Hebson, Earnshaw & Marchington, 2007). Holistic conceptions of teachers and their work that include emotional labour are often limited in neoliberal doctrine due to the inherent difficulty in mandating and measuring such aspects (Mockler, 2011).…”

Section: Emotions: Affection -Rationalitymentioning

confidence: 99%

Teacher Wellbeing in Neoliberal Contexts: A Review of the Literature

Acton

Glasgow²

2015

AJTE

160

167

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“…Empirical studies from researchers have shown that teaching profession as one of the most stressful career (Kokkinos, 2007;Noriah, Iskandar, & Ridzauddin, 2010;Stoeber & Rennert, 2008) and need to perform a great deal of emotional labour (Isenbarger & Zembylas, 2006;Schutz et al, 2007;Hebson, Earnshaw, & Marchington, 2007). Develop emotional intelligence skills are vital to reduce the effect of negative work-related stress which can potentially lead to burnout (Jude, 2011;Saklofske et al, 2007).…”

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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Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’

Cited by 64 publications

References 15 publications

Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?

Teachers’ Emotional Labour and Burnout: Does Perceived Organizational Support Matter?

Teacher Wellbeing in Neoliberal Contexts: A Review of the Literature

Emotional Intelligence and Job Performance among School Teachers

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