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

Rebecca E. Olson*, Jordan McKenzie, Kathy A. Mills, Roger Patulny, Alberto Bellocchi, Fiona Caristo

*Corresponding author for this work

    Research output: Contribution to journalReview articlepeer-review

    33 Citations (Scopus)

    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.

    Original languageEnglish
    Pages (from-to)128-144
    Number of pages17
    JournalTeaching and Teacher Education
    Volume80
    Early online date23 Jan 2019
    DOIs
    Publication statusPublished - Apr 2019

    Scopus Subject Areas

    • Education

    User-Defined Keywords

    • Teaching
    • Emotion management
    • Emotional labour
    • Gender
    • Attrition

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