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.
Get full access to this article
View all access options for this article.
References
1.
AllenT. D., BarnardS., RushM. C., and RussellJ. E. A. (2000). Ratings of organizational citizenship behavior: Does the source make a difference?Human Resource Management Review, 10, 97—114.
2.
AshkanasyN. M., ZerbeW. J., and HartelC. E. (Eds.). (2002). Managing emotions in the workplace. Armonk, NY: M. E. Sharpe.
3.
BeattyB. R. (2000). The emotions of educational leadership: Breaking the silence. International Journal of Leadership in Education, 3, 331—357.
4.
BeckL. G., and KooserJ. (2004, April). Caring across cultures. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
5.
Ben-PeretzM., MendelsonN., and KronF. W. (2003). How teachers in different educational contexts view their roles. Teaching and Teacher Education, 19, 277—290.
6.
BolinoM. C. (1999). Citizenship and impression management: Good soldiers or good actors?Academy of Management Review, 24, 82—98.
7.
CallahanJ. L., and McCollumE. E. (2002). Obscured variability: The distinction between emotion work and emotional labor. In AshkanasyN.M., ZerbeW.J., and HartelC.E. (Eds.), Managing emotions in the workplace (pp. 219—231). Armonk, NY: M. E. Sharpe.
8.
ChristO., van DickR., WagnerU., and StellmacherJ. (2003). When teachers go the extra mile: Foci or organizational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73, 329—341.
9.
CorneliusR. R. (1996). The science of emotion: Research and tradition in the psychology of emotion. Upper Saddle River, NJ: Prentice Hall.
10.
DayC., and LeitchR. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17, 403—415.
11.
DenzinN. (1984). On understanding emotion. San Francisco: Jossey-Bass.
12.
DiefendorffJ. M., BrownD. J., KaminA. M., and LordR. G. (2002). Examining the roles of job involvement and work centrality in predicting organizational citizenship behaviors and job performance. Journal of Organizational Behavior, 23, 93—108.
13.
DipolaM., and Tschannen-MoranM. (2001). Organizational citizenship behavior in schools and its relationship to school climate. Journal of School Leadership, 11, 424—445.
14.
EricksonF. (1986). Qualitative methods of inquiry. In and and WittrockM.C. (Ed.), Third handbook of research on teaching (pp. 23—41). New York: Macmillan.
15.
FenstermacherG. D., and SoltisJ. F. (1986). Approaches to teaching. New York: Teachers College Press.
16.
FrostP. J. (1999). Why compassion counts. Journal of Management Inquiry, 8, 127—133.
17.
FrostP. J., DuttonJ. E., WorlineM. C., and WilsonA. (2000). Narratives of compassion in organizations. In and and FinemanS. (Ed.), Emotion in organizations (pp. 25—45). London: Sage.
18.
GlaserG., and StraussA. (1967). The discovery of grounded theory. Chicago: Aldine.
19.
GrossJ. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271—299.
20.
HargreavesA. (1994). Changing teachers, changing times: Teachers’ work and culture in the post modern age. London: Cassell.
21.
HargreavesA. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14, 835—854.
22.
HargreavesA. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16, 811—826.
23.
HochschildA. R. (1983). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.
24.
HochschildA. R. (1990). Ideology and emotion management: A perspective and path for future research. In and and KemperT. (Ed.), Research agendas in the sociology of emotions (pp. 117—134). Albany: State University of New York Press.
25.
Israeli Ministry of Education. (1994). The role holders in school (Regulation Book No. 6). Jerusalem: Author.
26.
KahnW. A. (1998). Relational systems at work. Research in Organizational Behavior, 20, 39—76.
27.
KidwellR. E., MossholderK. W., and BennettN. (1997). Cohesiveness and organizational citizenship behavior: A multilevel analysis using work groups and individuals. Journal of Management, 23, 775—793.
28.
KlaassenC. A. (2002). Teacher pedagogical competence and sensibility. Teaching and Teacher Education, 18, 151—158.
29.
KushmanJ. W. (1992). The organizational dynamics of teacher workplace commitment: A study of urban elementary and middle schools. Educational Administration Quarterly, 28, 5—42.
30.
LaskyS. (2000). The cultural and emotional politics of teacher-parent interactions. Teaching and Teacher Education, 16, 843—860.
31.
LazarusR. S. (1993). Why we should think of stress as a subset of emotion. In GoldbergerL., and BreznitzS. (Eds.), Handbook of stress: Theoretical and clinical aspects (pp. 21—39). New York: Free Press.
32.
LittleJ. W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26, 345—359.
33.
LortieD. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
34.
MandlerG. (1990). A constructivist theory of emotion. In SteinN.S., LeventhalB.L., and TrabassoT. (Eds.), Psychological and biological approaches to emotion (pp. 56—71). Hillsdale, NJ: Erlbaum.
35.
MarshakD. (1996). The emotional experience of school change: Resistance, loss, and grief. NASSP Bulletin, 80, 72—81.
NiasJ. (1989). Primary teachers talking: A study of teaching at work. London: Routledge.
38.
NiasJ. (1999). Primary teaching as a culture of care. In and and ProsserJ. (Ed.), School culture (pp. 66—81). London: Paul Chapman.
39.
NoddingsN. (1984). Caring: A feminine approach to ethics and moral education. Berkeley: University of California Press.
40.
NoddingsN. (1992). The challenge to care in schools. New York: Teachers College Press.
41.
OatleyK. (1993). Social construction in emotions. In LewisM., and HavilandJ. (Eds.), Handbook of emotions (pp. 341—353). New York: Guilford Press.
42.
OplatkaI. (2003). School change and self-renewal: Some reflections from life stories of women principals. Journal of Educational Change, 4, 25—43.
43.
OplatkaI. (2004). The arrival of a new woman principal and teachers’ self-renewal: Reflections from life stories of mid-career teachers. Planning and Changing, 35(1/2), 55—68.
44.
OplatkaI. (2005). Breaking the routine: Voluntary inter-school transition and women teachers’ self-renewal. Teachers and Teaching11, 465—480.
45.
OrganD. W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA: Lexington Books.
46.
OrganD. W. (1990). The motivational basis of organizational citizenship behavior. In CummingsL.L., and StawB.M. (Eds.), Research in organizational behavior (pp. 43—72). Greenwich, CT: JAI Press.
47.
OrganD. W. (1997). Organizational citizenship behavior: It's construct clean-up time. Human Performance, 10, 85—97.
48.
PatonM. Q. (2002). Qualitative research and evaluation method. Newbury Park, CA: Sage.
49.
PodsakoffP. M., MacKenzieS. B., PaineJ. B., and BachrachD. G. (2000). Organizational citizenship behaviors: A critical review of the theoretical and empirical literature and suggestions for future research. Journal of Management, 26, 513—563.
50.
RafaeliA., and SuttonR. I. (1989). The expression of emotion in organizational life. In CummingsL.L., and StawB.M. (Eds.), Research in organizational behavior (pp. 1—42). Greenwich, CT: JAI Press.
51.
SchnakeM. (1991). Organizational citizenship: A review, proposed model, and research agenda. Human relations, 44, 735—759.
52.
ShulmanL. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1—22.
53.
SomechA., and Drach-ZahavyA. (2000). Understanding extra-role behavior in schools: The relationships between job satisfaction, sense of efficacy and teachers’ extra-role behavior. Teaching and Teacher Education, 16, 649—659.
54.
SuttonR. E. (2002, April). Middle school teachers’ day-to-day experiences of anger and frustration. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
55.
TolichM. B. (1993). Alienating and liberating emotions at work. Journal of Contemporary Ethnography, 22, 361—383.
56.
WayneS. J., and GreenS. A. (1993). The effects of leader-member exchange on employee citizenship and impression management behavior. Human Relations, 46, 1431—1440.
57.
WhartonA. (1993). The affective consequences of service work: Managing emotions on the job. Work and Occupations, 20, 205—232.
58.
WinogradK. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105, 1641—1673.
59.
WongY. T., NgoH. Y., and WongC. S. (2003). Antecedents and outcomes of employees’ trust in Chinese joint ventures. Asia Pacific Journal of Management, 20, 481—499.
60.
ZembylasM. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20, 185—201.
61.
ZembylasM., and VancilM. (2002, April). Connections between teacher beliefs and teacher emotions: Learning about teaching and teachers. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
