Introduction to Advances in Teacher Emotion Research: The Impact on Teachers’ Lives

By P. Schutz, Michalinos Zembylas. 2009

133 citations recorded by the source corpus.

Subfields: Language and Linguistics, Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/2751da594ba5cfae247d4702588bc97c8d237bd3

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Citations in the corpus

Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “During teaching, a teacher’s behaviour is the result of a complex mix of cognitive, affective and motivational sources in the teacher, which remain partly implicit and are often not reflected on (Bullough, 1989; Day & Gu, 2009; Hargreaves, 1998a; Schutz & Zembylas, 2009; Van Veen & Sleegers, 2006).”
Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. (2013, background): “Some have theorized that teachers’ job stress is due primarily to the inherently social-emotional demands of working with up to 30 or more children or adolescents at once (Schutz & Zembylas, 2009; Zapf, 2002).”
The lucid loneliness of the gatekeeper: exploring the emotional dimension in principals’ work lives (2011, background): “Parallel to the research on work lives of teachers (see, for example, Nias, 1996; Van Veen & Lasky, 2005; Schutz & Zembylas, 2009), a growing number of authors have begun to include the emotional and relational dimensions in the research and theorising on educational leadership and administration…”
Emotional Competence and its Influences on Teaching and Learning (2010, unknown): “topic is beginning to emerge (Schutz and Zembylas 2009).”
‘I need to be strong and competent’: a narrative inquiry of a student-teacher’s emotions and identities in teaching practicum (2016, background): “…(White, 2009), can be adopted to give student-teachers opportunities to confront and reflect on their own or others’ emotional experiences, anticipate classroom situations with which they may struggle, and discuss possible strategies to cope with the emotional challenges (Schutz & Zembylas, 2009).”
Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “Educators with strong self-management engage respectfully with students, positively regulate emotions (Schutz & Zembylas, 2009), and manage daily stress.”
Mindfulness Training and Teachers' Professional Development: An Emerging Area of Research and Practice (2012, background): “…like teaching, because of their social nature, involve high levels of uncertainty, emotion, and attention to others, and thus require habits of mind associated with mental flexibility, emotion regulation, and relationship management skills (Helsing, 2007; Schutz & Zembylas, 2009; Zapf, 2002).”
Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “…(Ghanizadeh & Jahedizadeh, 2015; Vandenberghe & Huberman, 1999), teachers’ experiences of specific, discrete emotions such as enjoyment, anger, or anxiety have received relatively little research attention (Frenzel, 2014; Keller, Frenzel, Goetz, Pekrun, & Hensley, 2014; Schutz & Zembylas, 2009).”
Unifying cognition, emotion, and activity in language teacher professional development (2014, background): “…has been challenged, however, by a substantial body of literature that has emerged in the past three decades addressing the centrality of emotions in teachers’ lives (Day & Leitch, 2001; Nias, 1996; Schutz & Pekrun, 2007; Schutz & Zembylas, 2009; Sutton & Wheatley, 2003; van Veen & Lasky, 2005).”
Adaptation and validation of the teacher emotional labour strategy scale in China (2012, unknown): “Most studies of teachers’ emotional labour used qualitative research method (e.g. Constanti & Gibbs, 2004; Isenbarger & Zembylas, 2006; Ogbonna & Harris, 2004; O’Connor, 2008; Schutz & Zembylas, 2009; Winograd, 2003; Yin & Lee, 2012; Zembylas, 2004).”