Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students

Journal article

McGrath, Kevin F. and van Bergen, Penny. (2017). Elementary teachers' emotional and relational expressions when speaking about disruptive and well behaved students. Teaching and Teacher Education. 67, pp. 487-497. https://doi.org/10.1016/j.tate.2017.07.016

Publication dates
Authors	McGrath, Kevin F. and van Bergen, Penny
Abstract	Elementary teachers' emotional expressions when speaking about disruptive students provide a previously unexamined source of classroom influence. The present study therefore examined how 47 elementary teachers spoke about their relationships with disruptive (n = 23) and well behaved (n = 28) students. Speech samples from classroom and support teachers were analysed for evidence of emotional and relational tone. Despite expressing similar relational closeness towards disruptive and well behaved students, classroom teachers expressed a more negative emotional tone (e.g. more frequent dissatisfactions) when speaking about disruptive students. Implications for the elementary classroom climate are discussed.
Keywords	student-teacher relationship; emotion; expressed emotion; disruptive behaviour; student behaviour
Year	2017
Journal	Teaching and Teacher Education
Journal citation	67, pp. 487-497
Publisher	Elsevier Ltd
ISSN	0742-051X
Digital Object Identifier (DOI)	https://doi.org/10.1016/j.tate.2017.07.016
Scopus EID	2-s2.0-85026677375
Publisher's version	License All rights reserved File Access Level Controlled
Output status	Published
Online	03 Aug 2017
Publication process dates
Accepted	21 Jul 2017
Deposited	16 Jan 2025

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