Emotions as an Accelerator: Case Studies on the Effects of Emotions on Teachersâ 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
Teachersâ emotions are critical to positive student-teacher relationships and quality teaching in the classroom, though the importance of teachersâ effective management of emotions has been recognized (Chen, 2020), the reverse effects of teachersâ emotions on teachersâ 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 oneâs 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 Chenâs (2020) Teacher Emotion Model and Liu & Hallingerâs (2020) partial mediation model, this research provides empirical evidence to the indispensable effects of emotions on teachersâ 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 EP743328
- DOI http://doi.org/10.33422/ejte.v4i1.725
- Views 33
- Downloads 0
A Review of the Effectiveness of Educational Digital Game-Based Learning on Students in Tertiary Institutions
The higher institutionâs evolution to a more digital era is increasingly making the long-standing learning approaches redundant and ineffective in maintaining student engagement. The digitalization of the educational s...
UONEDU as Social Innovation: From Education to Education
The specific conditions of education are a great challenge for all those involved in education, and necessarily refer to knowledge and the transfer of knowledge. In such conditions, without prior planning and organizatio...
A Qualitative-Exploratory Pilot Study to Explore Studentsâ Perception on Experience and Multiple Intelligencesâ Impact on Their Linguistic & Personal Growth
Since learning represents one of the most relevant aspects of a humansâ life on which many researches have been conducted, nowadays more than ever it is essential exploring forward-looking theories, achieving inspiring...
Moral Development in Adolescents as A Key Indicator for The Prevention of Violent Behavior in Their Couplesâ Relationships
Dating violence is a multidimensional and cross-cultural problem that in the last decade has extended worryingly to teenage age. The consequences are so serious and lasting over time that they cause serious psychological...
Examination of Lifelong Learners' Preferences for Learning Materials and Methods within the Context of Various Demographic Characteristics
The aim of this study is to analyze the relationship between lifelong learners' preferences for learning materials and methods according to age, gender and working status variables. Since lifelong learners' preferences f...