Managing Emotions in Teaching: Toward an Understanding of Emotion Displays and Caring as Nonprescribed Role Elements

By Izhar Oplatka. Teachers College Record, 2007

122 citations recorded by the source corpus.

Background Much research has sought to investigate emotions and forms of emotion management among teachers worldwide, including the connection between educational change and teacher emotion; the association between the culture of teaching and teachers’ emotional experience within parent-teacher interactions; the link between teacher emotion and teacher beliefs; and the expressions and sources of a wide variety of emotions in teaching. Purposes Guided by a literature that explored the nonprescribed extrarole activities in noneducation sectors, the current study aimed at understanding the position of emotion management, such as caring, compassion, and emotion displays, in the teacher's role structure. Population A total of 50 teachers participated in this study, of which 40 women and 10 men represent the ratio of women to men teachers in the religiously nonobservant Jewish educational system, the largest one in Israel (66% of the K-12 students). Research Design Open-ended questions were used to gain the respondents’ subjective conceptualizations of organizational citizenship behavior (OCB) and emotion management in teaching. Additionally, the teachers’ subjective perceptions of the context affecting their OCBs were explored. Conclusions: Teachers’ emotion management is considered to be a discretionary, voluntary-based role element rather than a prescribed one. The teachers’ perspectives of emotion management in their role coincided with the term emotion work, which refers to situations in which employees personally choose to manage their emotions. Implications for teacher education and further research are suggested.

Subfields: Education, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/16c73933080c9e61e51355e96a5fd5968ead1d02

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Citations in the corpus

Toward a theoretical model to understand teacher emotions and teacher burnout in the context of student misbehavior: Appraisal, regulation and coping (2013, background): “In order to manage stress in the classroom, teachers need to be proactively attentive to students’ emotional, physical, and cognitive needs, including their verbal and nonverbal ways of communicating (Oplatka 2007).”
How emotionally intelligent are pre-service teachers? (2012, background): “It has been argued, for example, that the culture of teaching requires or should require teachers to care (Noddings, 1992) and to have passion (Fried, 1995) love, sympathy, concern (Oplatka, 2007).”
Entering the Emotional Practices of Teaching (2009, background): “For example, Oplatka (2007) distinguished between emotional labor and emotional work by defining emotional work as the emotions that teachers freely experienced and self-regulated, in other words they are felt emotions that are not expected (e.g., expressing concern for students) or are not…”
Attitudes and Affect: Daily Emotions and Their Association with the Commitment and Burnout of Beginning Teachers (2012, background): “Recent work by Winograd (2003) and Oplatka (2007) has investigated the function of emotion in teachers’ classrooms, specifically how teachers can use emotion effectively in motivating students and in bringing about social change.”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, result): “This finding was confirmed in several other studies (Demetriou et al. 2009; Galant 2013; Hargreaves 1998, 2000; Oplatka 2007; Sutton 2007; Williams-Johnson et al. 2008; Zembylas 2002).”
Emotion Display Rules, Emotion Regulation, and Teacher Burnout (2020, background): “Such a social expectation is likely to exert strong influence on teachers’ management of emotions at work (Nias, 1999; Oplatka, 2007).”