The role of emotion in teaching: are there differences between male and female newly qualified teachers’ approaches to teaching?

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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).”
Thriving not just surviving: A review of research on teacher resilience (2011, background): “Day and Gu (2007) Resilience conceptualised; personal, situated and policy-related circumstances which affect teachers’ resilience and quality retention; teacher professional identities and life phases UK; mixed settings; experienced (24+ years of service); N = 2 Qualitative; interviews longitudinal”
‘I don’t think I could, you know, just teach without any emotion’: exploring the nature and origin of university teachers’ emotions (2014, background): “…on teacher emotions is of significance for education: firstly, it reveals that teachers experience a variety of emotions, including positive (e.g. joy, satisfaction and pride) and negative emotions (e.g. anxiety, anger, frustration, sadness and shame) (Demetriou, Wilson, and Winterbottom 2009).”