Preschool Teachers' Emotional Acting and School-Based Interactions

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  • Additional Information
    • Availability:
      Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: [email protected]; Web site: https://link.springer.com/
    • Peer Reviewed:
      Y
    • Source:
      12
    • Education Level:
      Early Childhood Education
      Preschool Education
    • Subject Terms:
      Preschool Teachers; Psychological Patterns; Emotional Response; Self Control; Self Management; Adjustment (to Environment); Teacher Attitudes; Interprofessional Relationship; Interaction; Acting
    • Accession Number:
      10.1007/s10643-022-01326-1
    • ISSN:
      1082-3301
      1573-1707
    • Abstract:
      How preschool teachers manage and express their feelings across school-based interactions (e.g., teacher-child, teacher-family, and teacher-colleague) has implications for their professional success and the developmental and academic outcomes of their relational counterparts. This study explores how preschool teachers make sense of their emotional labor, or "the deliberate expression or suppression of emotions to achieve organizational goals," in the context of three professional interactions. Qualitative findings show preschool teachers' decisions to engage in particular types of emotional acting are both informed by and a facilitator of the strength and intimacy of their relationships. Implications for research, practice and policy are reviewed.
    • Abstract:
      As Provided
    • Publication Date:
      2023
    • Accession Number:
      EJ1369635