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

Journal Article


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.

Authors


  •   Olson, Rebecca (external author)
  •   Dr Jordan J. McKenzie
  •   Mills, Kathy (external author)
  •   Patulny, Roger
  •   Bellocchi, Alberto (external author)
  •   Caristo, Fiona (external author)

Publication Date


  • 2019

Citation


  • Olson, R. E., McKenzie, J., Mills, K. A., Patulny, R., Bellocchi, A. & Caristo, F. (2019). Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education, 80 128-144.

Scopus Eid


  • 2-s2.0-85060306769

Number Of Pages


  • 16

Start Page


  • 128

End Page


  • 144

Volume


  • 80

Place Of Publication


  • United Kingdom

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.

Authors


  •   Olson, Rebecca (external author)
  •   Dr Jordan J. McKenzie
  •   Mills, Kathy (external author)
  •   Patulny, Roger
  •   Bellocchi, Alberto (external author)
  •   Caristo, Fiona (external author)

Publication Date


  • 2019

Citation


  • Olson, R. E., McKenzie, J., Mills, K. A., Patulny, R., Bellocchi, A. & Caristo, F. (2019). Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education, 80 128-144.

Scopus Eid


  • 2-s2.0-85060306769

Number Of Pages


  • 16

Start Page


  • 128

End Page


  • 144

Volume


  • 80

Place Of Publication


  • United Kingdom