Advances in teacher emotion research : the impact on teachers' lives

By P. Schutz, Michalinos Zembylas. 2009

258 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/5e0a1f21d23bf88e52b3ba270ba78a36286f9801

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In Social Psychology

Citations in the corpus

Sense-making and structure in teachers’ reception of educational reform. A case study on statistics in the mathematics curriculum (2013, background): “Emotions are therefore an inevitable part of teachers’ professional lives (as is being recognized in the work of an increasing number of educational researchers e e.g., Day & Lee, 2011; Hargreaves, 2001; Kelchtermans, 2009; Nias, 1996; Schutz & Zembylas, 2009; Van Veen & Lasky, 2005).”
Dimensions of teacher interest and their relations to occupational well-being and instructional practices (2013, background): “These outcome variables are regarded to be of crucial importance for teachers and their impact on students (e.g., Klusmann, Kunter, Trautwein, Lüdtke, & Baumert, 2008; Schutz & Zembylas, 2009; Vandenberghe & Huberman, 1999).”
Relations between student teachers' basic needs fulfillment and their teaching behavior (2016, background): “…are increasingly aware that teacher behavior is not only influenced by cognitive aspects, such as theoretical insights or beliefs about education, but that non-cognitive factors, such as emotion and motivation, also play an important role (Day, 2004; Hargreaves, 1998; Schutz & Zembylas, 2009).”
Understanding teacher well-being: a cross-lagged analysis of burnout, negative student-related emotions, psychopathological symptoms, and resilience (2019, background): “…emotional aspects of teachers’ lives have not been the focus of empirical investigation (Sutton & Wheatley, 2003), the research on teachers’ emotions conducted over the past several years clearly indicates that emotions are inseparable components of teachers’ lives (Schutz & Zembylas, 2009).”
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).”
Doctoral students’ experiences leading to completion or attrition: a matter of sense, progress and distress (2017, background): “…that emphasise the importance of these aspects in predicting behavioural outcomes (e.g. persistence versus dropout), both in the doctoral field (Cotterall 2013; Mazola et al. 2011; Nutov and Hazzan 2011; Vekkaila et al. 2013) and in other educational contexts (e.g. Schutz and Zembylas 2009).”