Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang’s research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them. Focusing on teachers in Hong Kong, Tsang investigates the social mechanisms that arouse such negative emotional experiences, otherwise known as caam2. He asserts that these feelings are socially constructed, and it is only by understanding the causes and feelings can we begin to improve teachers’ emotional well-being and teaching quality. Using a theoretical framework based on a critical review and synthesis of five existing perspectives, including labor process perspective, school administration perspective, emotional labor perspective, social interaction perspective, and teacher identity perspective, Tsang does precisely that, exploring the social process of these emotional experiences and the interplay between teacher agency and social structure. These findings go a long way in ameliorating teacher experiences all over the world.
Teachers’ emotions have been issues drawing the attentions of educational scientists. Since teachers’ emotions has been regarded as a psychologial phenomonon, the educational scientists explain how teachers feel and how their feelings affect educational process with psychological theories. However, more and more educational scientists note that teachers’ emotions are socially constructed and the social construction of teachers’ emotions is not explained by the psychological theories. As a result, they swith their theoretical perspectives from psychology to sociology. In the literature, the sociological theories they have employed include the labor process theory, theory of bureaucracy, emotional labor theory, post-structuralism, theory of emotinoal geographies, and identity theory. Nevertheless, each of the theories has some limitations. Therefore, the goals of this book is to (1) introduce and review the sociological theories which are applied to explain teachers’ emotions critically and (2) propose a sociological framework and research agenda for further studies based on the critically review.
Master's Thesis from the year 2009 in the subject Pedagogy - The Teacher, Educational Leadership, grade: A, , language: English, abstract: In this study, the relationship between collective teacher effectiveness and school improvement oriented culture is investigated through the case of ABC Secondary School. Collective teacher effectiveness is conceptualized with both the model of total teacher effectiveness and the model of continuous learning. Collective teacher effectiveness is regarded as the primary goal the school strives to attain. On the other hand, school improvement oriented culture, which consists of an emphasis on learning, collegiality and collaboration, is regarded as the value system of the school. Moreover, the theoretical framework of this study includes characteristics of teachers (gender, age, and full-time teaching experience) and the practices of academic divisions (the frequency and contents of formal meetings, the encouraged activities, and the opportunities to participate in the decision-making process). The research findings support the conceptions of collective teacher effectiveness and school improvement oriented culture. The results show that school improvement oriented culture, in general, caused collective teacher effectiveness directly and indirectly. Particularly, each cultural element had different influential powers to collective teacher effectiveness, competence and performance. As a result, a general model and three sub-models of collective teacher effectiveness for ABC Secondary School were constructed. These findings also question the mechanism of goal-attainment proposed by the theory of social system and provide us with a way to revise the current model of total teacher effectiveness. The recommendations to ABC Secondary School, the limitations of this study and the suggestions for further research are also discussed in this report.
Research Paper (postgraduate) from the year 2014 in the subject Psychology - Social Psychology, , language: English, abstract: The existing literature does not effectively explain the process of ingratiation. Thus, the purpose of this study is to understand the process with social exchange theory. Using an online questionnaire survey, this study interviewed 113 participants from Hong Kong and investigated how ingratiation affects interpersonal relation through the enhancement of interpersonal attraction, exchange of renqing and exchange of mianzi. The results showed that the participants may ingratiate others with five tactics, including self-presentation, conformity, favor-rendering, other-enhancement and modesty. The results also proposed three possible processes of ingratiation: (1) favor-rendering induces exchange of renqing, but exchange of renqing does not impact on interpersonal attraction; (2) all the ingratiation tactics except modesty promote exchange of mianzi, but exchange of mianzi has not influences to interpersonal relation; (3) self-presentation and favor-rendering enhance interpersonal attraction and in turn improve interpersonal relation. It is also suggested that if ingratiation can enhance interpersonal attraction, it will have greater contributions to interpersonal relation.
Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang’s research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them. Focusing on teachers in Hong Kong, Tsang investigates the social mechanisms that arouse such negative emotional experiences, otherwise known as caam2. He asserts that these feelings are socially constructed, and it is only by understanding the causes and feelings can we begin to improve teachers’ emotional well-being and teaching quality. Using a theoretical framework based on a critical review and synthesis of five existing perspectives, including labor process perspective, school administration perspective, emotional labor perspective, social interaction perspective, and teacher identity perspective, Tsang does precisely that, exploring the social process of these emotional experiences and the interplay between teacher agency and social structure. These findings go a long way in ameliorating teacher experiences all over the world.
Teachers’ emotions have been issues drawing the attentions of educational scientists. Since teachers’ emotions has been regarded as a psychologial phenomonon, the educational scientists explain how teachers feel and how their feelings affect educational process with psychological theories. However, more and more educational scientists note that teachers’ emotions are socially constructed and the social construction of teachers’ emotions is not explained by the psychological theories. As a result, they swith their theoretical perspectives from psychology to sociology. In the literature, the sociological theories they have employed include the labor process theory, theory of bureaucracy, emotional labor theory, post-structuralism, theory of emotinoal geographies, and identity theory. Nevertheless, each of the theories has some limitations. Therefore, the goals of this book is to (1) introduce and review the sociological theories which are applied to explain teachers’ emotions critically and (2) propose a sociological framework and research agenda for further studies based on the critically review.
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