Olson, R., McKenzie, J., Mills, K., 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. United Kingdom: Pergamon Press. Retrieved from https://doi.org/10.1016/j.tate.2019.01.010
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 exhaustionand 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.
Institute for Learning Sciences and Teacher Education
Open Access Journal Article
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.