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

Journal article

Olson, Rebecca E., McKenzie, Jordan, Mills, Kathy A., 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 E., McKenzie, Jordan, Mills, Kathy A., 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 female teachers use deep acting strategies, though experience more emotional exhaustion and unpleasant emotions. Male teachers practice distancing and surface acting, and experience 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
PublisherElsevier Ltd
ISSN1879-2480
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2019.01.010
Scopus EID2-s2.0-85060306769
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range128-144
FunderAustralian Research Council (ARC)
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online23 Jan 2019
Publication process dates
Accepted16 Jan 2019
ARC Funded ResearchThis output has been funded, wholly or partially, under the Australian Research Council Act 2001
Grant IDARC/LP150100030
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Mills, Kathy A.. (2008). Transformed practice in a pedagogy of multiliteracies. Pedagogies: An international journal. 3(2), pp. 109-128. https://doi.org/10.1080/15544800801929419
Access to multiliteracies : A critical ethnography
Mills, Kathy Ann. (2007). Access to multiliteracies : A critical ethnography. Ethnography and Education. 2(3), pp. 305-325. https://doi.org/10.1080/17457820701547310
'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom
Mills, Kathy A.. (2006). 'Mr Travelling-at-will Ted Doyle' : Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy. 29(2), pp. 132-154.
"We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies
Mills, Kathy A.. (2006). "We've been wastin' a whole million watchin' her doin' her shoes" : Situated practice within a pedagogy of multiliteracies. Australian Educational Researcher. 33(3), pp. 13-33. https://doi.org/10.1007/BF03216840
Deconstructing binary oppositions in literacy discourse and pedagogy
Mills, Kathy. (2005). Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy. 28(1), pp. 67-82.