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Teacher Emotions: Well Being and Effectiveness

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Advances in Teacher Emotion Research

Abstract

In this chapter we explore the nature of teachers’ emotions and emotional identities within the context of their own desires to achieve a sense of well being and effectiveness and their desire to promote that sense of well being and achievement among the pupils they teach. We consider the conditions that promote or fail to promote teachers’ emotional wellbeing (a more encompassing and, potentially a more accurate way of depicting teachers’ aims than “job satisfaction”).

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Notes

  1. 1.

    Key Stage 4 is ‘the legal term for the last two years of compulsory schooling in maintained schools in England, Wales and Northern Ireland – normally known as Year 10 and year 11 in England and Wales, and Year 11 and Year 12 in Northern Ireland’ (Wikipedia).

  2. 2.

    The Office for Standards in Education, Children’s Service and Skills which inspects and regulates the quality of work in schools in England and Wales.

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Author information

Authors and Affiliations

  1. Teacher and Leadership Research Centre, School of Education, University of Nottingham, Nottingham, England

    Christopher Day

Authors
  1. Christopher Day
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  2. Gu Qing
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Correspondence to Christopher Day .

Editor information

Editors and Affiliations

  1. Dept. Counseling, Educational, University of Texas, San Antonio, West Durango Blvd. 501, San Antonio, 78207-4415, U.S.A.

    Paul A. Schutz

  2. Program of Educational Studies, Open University of Cyprus, Ayiou Antoniou Str. 5, Strovolos, 2002, Cyprus

    Michalinos Zembylas

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Day, C., Qing, G. (2009). Teacher Emotions: Well Being and Effectiveness. In: Schutz, P., Zembylas, M. (eds) Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_2

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