Portal de Periódicos da CAPES

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

2019; Elsevier BV; Volume: 80; Linguagem: Inglês

10.1016/j.tate.2019.01.010

1879-2480

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

Work-Family Balance Challenges

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.