Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachers’ Perception and Learning when being in Conflicts with School leaders
Journal Title: European Journal of Teaching and Education - Year 2022, Vol 4, Issue 1
Abstract
Teachers’ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachers’ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachers’ emotions on teachers’ learning have been underplayed in the field. Teachers are expected to be professional learners (Locke; Jarvis, 2009; Magill, 2021), meanwhile, emotions are often framed as a dichromatic disturbance to their professional learning, hence the effect of emotions is often downplayed, if not neglected. Emotions, however, are innate and inseparable from one’s perception of their own lived experience, it affects how one perceives his/her identity and relationship with the world, thereby playing an important role in learning per se (Jarvis, 2006). Through narrative analysis, the teaching trajectories of three Hong Kong Secondary school teachers are studied. The life stories of these three cases have revealed in this research that emotions indeed serve as an accelerator to critical reflection, reflective learning and perspective transformation, thereby leading to transformative learning on both personal and professional levels during disjuncture triggered by conflicts with school leaders. By employing Chen’s (2020) Teacher Emotion Model and Liu & Hallinger’s (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachers’ perception of power distance orientation; how the interactive, dynamic process affects their response; the way emotions act as an accelerator in transformative learning; and how teachers reharmonize disjuncture that are embedded in emotionally charged relationships in the social world in their learning trajectories.
Authors and Affiliations
CHIU Yin Yung
Keywords
Related Articles
- EP ID EP743394
- DOI https://doi.org/10.33422/ejte.v4i1.725
- Views 32
- Downloads 0
School Management in the Midst of Educational Technology Advancement
This qualitative study has been intended to explore school management practices in the midst of educational technology advancement. Case study research design has been employed to have an in-depth look at practices of a...
Perception of Students Towards Active Learning in HEIs of Oman and Its Impact on Academic Performance
This study delves into the perception and impact of Active Learning (AL) practices among students in Omani Higher Education Institutions (HEIs). The study is conducted based on three primary objectives: 1. Assessing the...
A Case Study of Team-Based Learning for Evolutionary Biology Classes in Biology Majors
The authors describe the experience with a partial implementation of Team-Based Learning strategy, as was carried out in the context of the Evolutionary Biology course, an obligate part of the undergraduate Biology curri...
Career Decision-Making Profiles of Adolescents in Cyprus
The purpose of the present study is to examine the career decision-making profile of the adolescent students of the public high schools of Cyprus by applying the Career Decision-Making Profiles (CDMP) questionnaire of Ga...
Corpus-based Analysis of the Use of the Passive Voice by Armenian Learners
The concept that learners' first language (L1) influences their second language (L2) acquisition and production is employed in a variety of studies on English language learners.However, so far, no research has been carri...