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

Authors

Rebecca Olson, University of Queensland
Jordan J. McKenzie, University of WollongongFollow
Kathy Mills, Australian Catholic Unversity
Roger Patulny, University of WollongongFollow
Alberto Bellocchi, Queensland University of Technology
Fiona Caristo, Australian Catholic Unversity

RIS ID

132841

Publication Details

Olson, R. E., McKenzie, J., Mills, K. A., Patulny, R., Bellocchi, A. & Caristo, F. (2019). Gendered emotion management and teacher outcomes in secondary school teaching: A review. Teaching and Teacher Education, 80 128-144.

Abstract

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.