By Paul A. Schutz, Michalinos Zembylas
A few studies estimate nearly 50% of academics depart the career inside of 5 years, partially simply because educating includes substantial emotional hard work. This publication presents a scientific evaluation of the function of feelings in academics' expert and private lives.
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Additional info for Advances in Teacher Emotion Research: The Impact on Teachers' Lives
Teachers College Press, New York Palmer PJ (1998) The courage to teach: exploring the inner landscapes of a teacher’s life. JosseyBass, San Francisco, CA PricewaterhouseCoopers (2001) Teacher workload study. DfES, London Schutz PA, Pekrun R (2007) Emotion in education. Academic, San Diego, CA Sikes P, Measor L, Woods P (1985) Teacher careers: crises and continuities. Falmer, London Sleegers P, Kelchtermans G (1999) Inleiding op het themanummer: professionele identiteit van leraren (Professional identity of teachers).
References Bandura A (1997) Self-efficacy: the exercise of control. WH Freeman, New York Bandura A (2000) Cultivate self-efficacy for personal and organisational effectiveness. In: Locke EA (ed) Handbook of principles of organisation behavior. Blackwell, Oxford Barbalet J (2002) Introduction: why emotions are crucial. In: Barbalet J (ed) Emotional sociology. Blackwell, London, pp 1–9 30 C. Day and G. Qing Bullough RV, Baughman K (1997) First-year teacher, eight years later. Teachers College Press, New York Csikszentmihalyi M (1990) Flow and the psychology of discovery and invention.
In short, they are hopeful. By locating the intentions driving emotion, such theories provide a helpful means for sense making. Recognizing that emotions have objects, reveals how each emotion “serves distinct functions in the way it organizes perception, cognition, and actions (behavior) for coping and creative endeavors, and in the way it contributes to personality and behavior development” (Izard and Ackerman 2004, p. 253). V. ” Additionally, such theories acknowledge the general stability of the emotional patterns that underpin the self and how these support action tendencies – characteristic ways of thinking and behaving (Sutton and Wheatley 2003).