Gendered emotion management and teacher outcomes in secondary school teaching: A review

Journal article

Olson, Rebecca, McKenzie, Jordan, Mills, Kathy, Patulny, Roger, Bellocchi, Alberto and Caristo, Fiona. (2019) Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education. 80, pp. 128 - 144. https://doi.org/10.1016/j.tate.2019.01.010
AuthorsOlson, Rebecca, McKenzie, Jordan, Mills, Kathy, Patulny, Roger, Bellocchi, Alberto and Caristo, Fiona
Abstract

This systematic search and review of international literature (1979–2017) finds links between emotion management and gender (in 1/2 the studies), and teaching attrition outcomes (1/3). Results contextualise these connections, suggesting <a href="https://www.sciencedirect.com/topics/social-sciences/female-teacher&... title="Learn more about Female Teacher from ScienceDirect's AI-generated Topic Pages">female teachers use deep acting strategies, though experience more emotional <a href="https://www.sciencedirect.com/topics/social-sciences/exhaustion"... title="Learn more about Exhaustion from ScienceDirect's AI-generated Topic Pages">exhaustionand unpleasant emotions. Male teachers practice distancing and surface acting, and experience <a href="https://www.sciencedirect.com/topics/social-sciences/depersonalizati... title="Learn more about Depersonalization from ScienceDirect's AI-generated Topic Pages">depersonalisation, but also success in controlling disruptions and stimulating subject interest. Studies are limited by self-reported data and omission of school context, but highlight important teacher organisational identifications, suggesting future research use observational methods for understanding emotion management as an embedded, interactionist phenomenon.

KeywordsTeaching; Emotion management; Emotional labour; Gender; Attrition
Year2019
JournalTeaching and Teacher Education
Journal citation80, pp. 128 - 144
PublisherPergamon Press
ISSN1879-2480
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2019.01.010
Scopus EID2-s2.0-85060306769
Open accessOpen access
Page range128 - 144
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
Grant IDARC/LP150100030
Place of publicationUnited Kingdom
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