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

27 Citations (Scopus)


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
Early online date23 Jan 2019
Publication statusPublished - Apr 2019

Scopus Subject Areas

  • Education

User-Defined Keywords

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


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