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The literature suggests that teacher burnout is influenced by the market and hierarchy cultures of school management and teachers’ emotional labor strategies of surface and deep acting. However, studies have suggested that school management cultures and emotional labor strategies may not function independently based on the emotional labor theory. Nevertheless, the literature has paid less attention to the relationship between the school management cultures, emotional labor, and teacher burnout. Therefore, this study aims to investigate the relationship between the three variables in China via an online questionnaire survey. After surveying 425 kindergarten, primary and secondary teachers who participated in a professional development program organized by a public university in Beijing, the study found that teacher burnout was positively related to market culture but negatively related to hierarchy culture. Moreover, the impact of the market culture was fully mediated by surface acting while the impact of hierarchy culture was partially mediated by surface acting and deep acting.
Kwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability 2021, 13, 9141 .
AMA StyleKwok Kuen Tsang, Yuan Teng, Yi Lian, Li Wang. School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China. Sustainability. 2021; 13 (16):9141.
Chicago/Turabian StyleKwok Kuen Tsang; Yuan Teng; Yi Lian; Li Wang. 2021. "School Management Culture, Emotional Labor, and Teacher Burnout in Mainland China." Sustainability 13, no. 16: 9141.
Educational decentralisation has been implemented globally. However, few studies have compared the effects of different decentralisation strategies on students’ academic achievement in diverse cultural contexts. Using data from 49 countries participating in the Programme for International Student Assessment (PISA) 2015, this study attempts to fill this research gap by examining the relationship between three delegation strategies (school autonomy, teacher participation and parental involvement), student achievement and societal culture. Our findings suggest that teacher participation in school management is the most effective educational decentralisation strategy for enhancing students’ mathematics, reading and science performance. This strategy is particularly effective in countries with high power distance. The findings indicate that parental involvement does not have a significant effect on student academic achievement and that its effect is suppressed by a culture of uncertainty avoidance. Furthermore, school autonomy does not have a significant effect on students’ academic achievement in any of the societal cultures examined.
Yuan Teng; Kwok Kuen Tsang. Educational decentralisation and students’ academic achievement: a cross-cultural analysis. Educational Studies 2021, 1 -24.
AMA StyleYuan Teng, Kwok Kuen Tsang. Educational decentralisation and students’ academic achievement: a cross-cultural analysis. Educational Studies. 2021; ():1-24.
Chicago/Turabian StyleYuan Teng; Kwok Kuen Tsang. 2021. "Educational decentralisation and students’ academic achievement: a cross-cultural analysis." Educational Studies , no. : 1-24.
STEM education is an important approach for preparing students for a competitive workforce with essential skills in the 21st century. However, successfully implementing STEM education in primary and secondary schools presents a variety of challenges. The study suggests that a neglected challenge in the literature is how to sustain teachers’ positive emotions toward STEM educational work, which may cause teachers to be more engaged in, motived by, and committed to STEM education. Therefore, the study aims to contribute to the literature by investigating the mechanism of the construction and suitability of teachers’ emotions toward STEM educational work based on a single case study conducted in Hong Kong from the social constructionist perspective. The major findings of the study indicate that (1) positive emotions toward STEM educational work may be constructed by the teacher’s positive interpretation of the work, i.e., STEM educational work as the facilitator of students’ overall development and that (2) positive emotions toward STEM educational work may be sustained by enabling school institutions to have the elements of shared power, administrative support, and the value of a whole-person education.
Yi Lian; Kwok-Kuen Tsang; Ying Zhang. The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work. Sustainability 2021, 13, 5769 .
AMA StyleYi Lian, Kwok-Kuen Tsang, Ying Zhang. The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work. Sustainability. 2021; 13 (11):5769.
Chicago/Turabian StyleYi Lian; Kwok-Kuen Tsang; Ying Zhang. 2021. "The Construction and Sustainability of Teachers’ Positive Emotions toward STEM Educational Work." Sustainability 13, no. 11: 5769.
Teachers’ emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers’ joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy.
Ying Zhang; Kwok Kuen Tsang. Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking. Frontiers in Psychology 2021, 12, 1 .
AMA StyleYing Zhang, Kwok Kuen Tsang. Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking. Frontiers in Psychology. 2021; 12 ():1.
Chicago/Turabian StyleYing Zhang; Kwok Kuen Tsang. 2021. "Performance-Based Accountability and Teacher Emotions: Role of Zhongyong Thinking." Frontiers in Psychology 12, no. : 1.
In works based on deprofessionalisation/proletarianisation theory, teachers are described by researchers as technically disempowered because of the entry of neoliberalism into the institutional environment of education. Technically disempowered teachers suffer not only from work stress but also from other kinds of negative emotional experiences. This article contributes to deprofessionalisation/proletarianisation theory by introducing the concept of ideological disempowerment to explain why teachers complain that they are overloaded by ‘non-instructional work’ that is instructional in nature. It shows that the inability of teachers to identify the instructional meanings of ‘non-instructional work’ stems from neoliberalism’s tendency to ideologically value the managerial purposes of teachers’ work over its instructional purposes. This leads teachers to break away from ‘non-instructional work’ and devote themselves only to work that appears to be directly related to teaching. Accordingly, ideologically disempowered teachers may have a narrowed concept of teaching, resulting in them being discouraged from performing various tasks that are likely to be conducive to the whole-person growth of students. By explaining neoliberalism in both technical and ideological terms, this article advances deprofessionalisation/proletarianisation theory and contributes to a better understanding of the process of teacher disempowerment that results from neoliberalism.
Kwok Kuen Tsang; Qingyan Qin. Ideological disempowerment as an effect of neoliberalism on teachers. Power and Education 2020, 12, 204 -212.
AMA StyleKwok Kuen Tsang, Qingyan Qin. Ideological disempowerment as an effect of neoliberalism on teachers. Power and Education. 2020; 12 (2):204-212.
Chicago/Turabian StyleKwok Kuen Tsang; Qingyan Qin. 2020. "Ideological disempowerment as an effect of neoliberalism on teachers." Power and Education 12, no. 2: 204-212.
The aim of this study is to investigate the reasons for academic stress in Hong Kong and provide recommendations to the government on ways to alleviate this problem. Using photovoice, 15 undergraduate students from a private community college in Hong Kong were invited to take and discuss photographs regarding their lived experiences of learning. Thematic analysis is applied to generate themes from the photovoice data. The results suggest several possible reasons for academic stress, including examination demands, school administration and parents. However, the underlying social reason for academic stress may be the internal contradictions of the education system. That is, the education system purports to value all-round and whole-person education but subordinates this worthy goal to examination results. Thus, the results of the study suggest that the government should address this internal contradiction by considering educational, economic and cultural factors when planning educational policies and/or changes.
Kwok Kuen Tsang; Yi Lian. Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes. Asia Pacific Journal of Education 2020, 41, 356 -367.
AMA StyleKwok Kuen Tsang, Yi Lian. Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes. Asia Pacific Journal of Education. 2020; 41 (2):356-367.
Chicago/Turabian StyleKwok Kuen Tsang; Yi Lian. 2020. "Understanding the reasons for academic stress in Hong Kong via photovoice: implications for education policies and changes." Asia Pacific Journal of Education 41, no. 2: 356-367.
This study uses a Marxist perspective to investigate Hong Kong students’ alienation from learning. Alienated learners find learning to be a meaningless, disempowering, and estranging activity. Fifteen Hong Kong undergraduate students were invited to join a photovoice project in which they actively took, shared, and discussed photographs of their experiences with learning. The results suggest that social beliefs about high-stakes examinations legitimize internal contradictions in the education system. This makes students uncritically and unreflectively accept alienated learning. Photovoice projects help the students to become critically aware of their position, self-determination, and agency.
Kwok Kuen Tsang; Yi Lian; Zhiyong Zhu. Alienated learning in Hong Kong: A marxist perspective. Educational Philosophy and Theory 2020, 53, 181 -196.
AMA StyleKwok Kuen Tsang, Yi Lian, Zhiyong Zhu. Alienated learning in Hong Kong: A marxist perspective. Educational Philosophy and Theory. 2020; 53 (2):181-196.
Chicago/Turabian StyleKwok Kuen Tsang; Yi Lian; Zhiyong Zhu. 2020. "Alienated learning in Hong Kong: A marxist perspective." Educational Philosophy and Theory 53, no. 2: 181-196.
Photovoice is a visual method that has attracted the attention of researchers in the field of education and social sciences in general. However, there are a number of methodological challenges in photovoice research and one of the challenges facing the researchers is the data analysis procedure. This article proposes a strategy for researchers to handle photovoice data analysis which consists of four stages, including a photograph analysis based on the researcher’s interpretations, a photograph analysis based on the participants’ interpretations, a cross-comparison, and theorization. According to the strategy, researchers should analyze both visual data (participants’ voice) and narrative data (interview data) based on their perspectives as well as those of participants in attempt to generate a more credible visual and narrative explanation and theorization of the phenomenon.
Kwok Kuen Tsang. Photovoice Data Analysis: Critical Approach, Phenomenological Approach, and Beyond. Beijing International Review of Education 2020, 2, 136 -152.
AMA StyleKwok Kuen Tsang. Photovoice Data Analysis: Critical Approach, Phenomenological Approach, and Beyond. Beijing International Review of Education. 2020; 2 (1):136-152.
Chicago/Turabian StyleKwok Kuen Tsang. 2020. "Photovoice Data Analysis: Critical Approach, Phenomenological Approach, and Beyond." Beijing International Review of Education 2, no. 1: 136-152.
This article illustrates the social construction of teachers’ emotions by drawing on the emergent sociological perspective of inhabited institutionalism to report on a qualitative research project on teachers’ emotions in Hong Kong. A thematic analysis was performed on the transcripts of interviews conducted in 2012 with 21 teachers at Hong Kong secondary schools and on the policy documents and newspaper articles from the education reform era of 1980 to 2011. Three major themes emerged from the data: (1) the institutional logic of whole-person education, (2) the institutional logic of accountability, and (3) an asymmetry between these institutional logics, which is causing a displacement of the meaning of education and thus has emotional consequences for teachers. Taken together, these themes show that managerialist education reforms bring the institutional logic of accountability into the institutional environment of education, which results in the recoupling of school administration and teachers’ work. This recoupling leads to the decline of teachers’ work autonomy. The institutional logic of accountability tends to inhibit the institutional logic of whole-person education and to replace the instructional meaning of education with managerial meanings. In the institutional context, teachers are forced to do a lot of work that they interpret as meaningless, but they find that they are powerless to change the situation. They may therefore choose to inhabit the institutional logic of accountability and the tightly coupled institutional context of school organizations. Consequently, teachers may become unhappy at work during and after managerialist education reforms. According to these findings, teachers’ emotions can be regarded as an interactional–institutional construction. That is, teachers’ emotions may be socially constructed through the negotiation of meaning under the institutional logics that guide their actions and the interactions that uphold the institutional context of the school organizations that they inhabit.
Kwok Kuen Tsang. The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology 2019, 10, 1 .
AMA StyleKwok Kuen Tsang. The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective. Frontiers in Psychology. 2019; 10 ():1.
Chicago/Turabian StyleKwok Kuen Tsang. 2019. "The Interactional–Institutional Construction of Teachers’ Emotions in Hong Kong: The Inhabited Institutionalism Perspective." Frontiers in Psychology 10, no. : 1.
Small (Ethnography 10:5–38, 2009) reminds qualitative researchers that it is dangerous to become a pseudo-scientist, who unconditionally conducts qualitative research based on positivism or the logics of quantitative methods which is perceived as scientific. This is because the goal of qualitative research is to understand the meanings of cultures, behaviors, and daily lives of a community and people via the insider perspectives rather than testing relationship between variables (Bryman, Quantity and quality in social research. London: Routledge, 2004).
Yanbi Hong; Kwok Kuen Tsang; Dian Liu. Conclusion: Research Dilemma and Feasible Strategies. Challenges and Opportunities in Qualitative Research 2019, 153 -160.
AMA StyleYanbi Hong, Kwok Kuen Tsang, Dian Liu. Conclusion: Research Dilemma and Feasible Strategies. Challenges and Opportunities in Qualitative Research. 2019; ():153-160.
Chicago/Turabian StyleYanbi Hong; Kwok Kuen Tsang; Dian Liu. 2019. "Conclusion: Research Dilemma and Feasible Strategies." Challenges and Opportunities in Qualitative Research , no. : 153-160.
Coding is the essential step for data analysis in qualitative research. It is a process of narrowing qualitative data into a few themes or categories in order to efficiently make sense of the data and find the patterns (Creswell in Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson, Boston, 2012). However, Auerbach and Silverstein (Qualitative data: an introduction to coding and analysis. New York University Press, New York 2003) obverse that it is not easy for novice qualitative researchers to comprehend this process. My experience supports their observation.
Kwok Kuen Tsang. Coding with Storyline Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis. Challenges and Opportunities in Qualitative Research 2019, 125 -138.
AMA StyleKwok Kuen Tsang. Coding with Storyline Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis. Challenges and Opportunities in Qualitative Research. 2019; ():125-138.
Chicago/Turabian StyleKwok Kuen Tsang. 2019. "Coding with Storyline Approach: Recommendations to Cope with Challenges of Qualitative Data Analysis." Challenges and Opportunities in Qualitative Research , no. : 125-138.
Positivism is a dominant ideology in social sciences research. It assumes that the social world is an objectively and externally existing object. Therefore, patterns of social world are waiting for us as researchers to discover, predict, and even control. In order to achieve these, positivists suggest we investigate the social world applying scientific methods, which are value-free, objective, and with structured strategies and procedures of inquires similar to those applied in natural sciences. By using scientific methods, positivists believe that researchers can discover the social world and find out the truth. In social sciences, due to the long-term ideology emphasizing the statistical measurements in empirical studies, quantitative research methods have long been favored.
Kwok Kuen Tsang; Dian Liu; Yanbi Hong. Introduction: Qualitative Research Methods in Empirical Social Sciences Studies—Young Scholars’ Perspectives and Experiences. Challenges and Opportunities in Qualitative Research 2019, 1 -5.
AMA StyleKwok Kuen Tsang, Dian Liu, Yanbi Hong. Introduction: Qualitative Research Methods in Empirical Social Sciences Studies—Young Scholars’ Perspectives and Experiences. Challenges and Opportunities in Qualitative Research. 2019; ():1-5.
Chicago/Turabian StyleKwok Kuen Tsang; Dian Liu; Yanbi Hong. 2019. "Introduction: Qualitative Research Methods in Empirical Social Sciences Studies—Young Scholars’ Perspectives and Experiences." Challenges and Opportunities in Qualitative Research , no. : 1-5.
This study argues that teachers are disempowered and demoralised moral agents. Specifically, it uses a qualitative study of Hong Kong teachers to show that teachers’ agency in the pursuit of the moral goal of education is socially disempowered. The study shows that although teachers are committed to the moral goal of education, the obstacles to attaining this goal result in demoralisation. The difficulties consist of technical disempowerment (deprivation of power over one’s labour) and cognitive disempowerment (deprivation of power to identify the instructional value of teachers’ work), which are induced by managerialist educational reforms and school administration.
Kwok Kuen Tsang. Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies 2018, 67, 251 -267.
AMA StyleKwok Kuen Tsang. Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong. British Journal of Educational Studies. 2018; 67 (2):251-267.
Chicago/Turabian StyleKwok Kuen Tsang. 2018. "Teachers as Disempowered and Demoralised Moral Agents: School Board Management and Teachers in Hong Kong." British Journal of Educational Studies 67, no. 2: 251-267.
Effective teaching in second language classroom involves intense positive emotions such as love and passion. Without such emotions, teachers will become less motivated, committed, and self-efficacious in teaching. However, current education/curricular reforms tend to drain the positive emotions of the teachers, resulting in ineffective teaching. Since emotion is both a psychological and social issue, this chapter argues that further studies should study teachers’ emotions in second language classroom from sociological perspectives in addition to psychological perspective. Thus, this chapter attempts to propose a sociological framework to investigate how teachers’ emotions in second language classroom are socially constructed in the context of reforms. At the end, the chapter will propose a research agenda for further studies and discuss the implications to secondary language teacher education based on the proposed sociological framework.
Kwok Kuen Tsang; Lianjiang Jiang. Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research. Emotions in Second Language Teaching 2018, 73 -89.
AMA StyleKwok Kuen Tsang, Lianjiang Jiang. Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research. Emotions in Second Language Teaching. 2018; ():73-89.
Chicago/Turabian StyleKwok Kuen Tsang; Lianjiang Jiang. 2018. "Sociological Understandings of Teachers’ Emotions in Second Language Classrooms in the Context of Education/Curricular Reforms: Directions for Future Research." Emotions in Second Language Teaching , no. : 73-89.
Teachers’ negative emotions began to receive attention in the Hong Kong context in the mid-1990s. As negative emotions may affect both teachers’ well-being and the quality of their teaching, Hong Kong education policy-makers and educators have used psychological approaches to determine the reasons why teachers experience negative feelings. However, these approaches fail to accommodate the social causes of negative emotions. Therefore, this study investigates the possible social causes of teachers’ negative emotions from the perspective of alienation theory. In-depth interviews with 21 teachers in Hong Kong reveal that Hong Kong teachers may be suffering from alienation (characterised by a sense of powerlessness, meaninglessness, isolation, and self-estrangement) due to their experiences of teaching, their employment status, and their structural position in schools, which are related to the occupational and organisational structure of teaching. The findings also indicate that patterns of alienation may differ between more and less experienced teachers.
Kwok Kuen Tsang. Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education 2016, 39, 335 -346.
AMA StyleKwok Kuen Tsang. Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education. 2016; 39 (3):335-346.
Chicago/Turabian StyleKwok Kuen Tsang. 2016. "Teacher alienation in Hong Kong." Discourse: Studies in the Cultural Politics of Education 39, no. 3: 335-346.
The study explores the social psychological process of teachers’ emotional experiences. Twenty-one secondary schoolteachers in Hong Kong were interviewed. The findings show that the teachers generally felt caam2 (a Cantonese adjective that covers a range of meanings like gloomy, dreadful, tragic, pitiful, pathetic and miserable) in teaching. The social psychological process of the emotional experience of caam2 involves how teachers interpret the significance of their actual work in attaining the teaching goal of making a difference. If they interpret their work as incapable of fulfilling the goal, they will experience negative emotions in teaching. The findings also suggest that the interpretation is affected by teachers’ power which is unequally distributed according to teachers’ teaching experience and managerial roles.
Kwok Kuen Tsang; Tsun L. Kwong. Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work. Frontiers in Psychology 2016, 7, 1 .
AMA StyleKwok Kuen Tsang, Tsun L. Kwong. Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work. Frontiers in Psychology. 2016; 7 ():1.
Chicago/Turabian StyleKwok Kuen Tsang; Tsun L. Kwong. 2016. "Emotional Experience of Caam2 in Teaching: Power and Interpretation of Teachers’ Work." Frontiers in Psychology 7, no. : 1.
Teacher demoralization is a concept describing the negative emotional experiences affecting teachers’ well-being and quality of teaching. However, since the dominant discourse about teacher demoralization is influenced by psychological perspectives, especially the theory of burnout, most of effort to promote teachers’ well-being and quality of teaching reply on psychological approaches. Nevertheless, teacher demoralization is more socially constructed other than psychologically constructed. Thus, this study aims to identify the potential social causes instead of psychological roots of teacher demoralization. Using in-depth interview data, the study illustrates that school administration may, from teachers’ perspectives, structurally demoralize teachers by disempowering teachers to control over labor process of teaching and to appreciate the instructional values of work and working condition. Thus, school reformers are recommended to empower teachers to exercise control over labor process of teaching and to appreciate the instructional values of their work and working conditions.
Kwok Kuen Tsang; Dian Liu. Teacher Demoralization, Disempowerment and School Administration. Qualitative Research in Education 2016, 5, 200 .
AMA StyleKwok Kuen Tsang, Dian Liu. Teacher Demoralization, Disempowerment and School Administration. Qualitative Research in Education. 2016; 5 (2):200.
Chicago/Turabian StyleKwok Kuen Tsang; Dian Liu. 2016. "Teacher Demoralization, Disempowerment and School Administration." Qualitative Research in Education 5, no. 2: 200.
In recent years, many teachers suffered different kinds of negative emotions in the context of education reforms. A typical explanation was that the education reforms disempowered teachers in teaching, so teachers were forced to do much non-instructional work. Teachers considered their work meaningless but were powerless to change it, and eventually indulged themselves in negative emotions. However, the present research suggested that this explanation had neglected teacher agency and might be incomplete. Arguing from the perspective of social constructionism, the research showed that teachers in Hong Kong experienced negative emotions in education reforms because, on top of the disempowerment, the reforms structurally displaced teachers’ educational goals with administrative goals. The goal displacement impeded teachers’ evaluation of the instructional values of their work. Thus, teachers perceived their work as inconsistent with their major purpose of teaching (i.e. making a difference) and they felt negative towards work.
Kwok Kuen Tsang; Tsun Lok Kwong. Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education 2016, 38, 841 -855.
AMA StyleKwok Kuen Tsang, Tsun Lok Kwong. Teachers’ emotions in the context of education reform: labor process theory and social constructionism. British Journal of Sociology of Education. 2016; 38 (6):841-855.
Chicago/Turabian StyleKwok Kuen Tsang; Tsun Lok Kwong. 2016. "Teachers’ emotions in the context of education reform: labor process theory and social constructionism." British Journal of Sociology of Education 38, no. 6: 841-855.
A Theoretical Analysis of Chinese Ingratiation
Kwok Kuen Tsang. A Theoretical Analysis of Chinese Ingratiation. Journal of Social Sciences 2016, 12, 55 -63.
AMA StyleKwok Kuen Tsang. A Theoretical Analysis of Chinese Ingratiation. Journal of Social Sciences. 2016; 12 (1):55-63.
Chicago/Turabian StyleKwok Kuen Tsang. 2016. "A Theoretical Analysis of Chinese Ingratiation." Journal of Social Sciences 12, no. 1: 55-63.
During the mid-1990s, teachers’ emotions emerged as an area of research in the sociology of education because many teachers all over the world were reported to be unhappy, dissatisfied, stressed, frustrated, and even alienated. This implies that teachers’ emotions, especially negative ones, go beyond individual factors and have become a social issue. Therefore, researchers use sociological perspectives and theories to deepen our understanding of the phenomenon. In order to advance our understanding of the social construction mechanism of teachers’ emotions, this article reviews four sociological approaches of teachers’ emotions: labor process of teaching in the context of education reforms, emotion management in teaching, social interaction in school settings, and teacher identity.
Kwok Kuen Tsang. Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes. Journal of Sociological Research 2015, 6, 150 .
AMA StyleKwok Kuen Tsang. Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes. Journal of Sociological Research. 2015; 6 (2):150.
Chicago/Turabian StyleKwok Kuen Tsang. 2015. "Sociological Research on Teachers’ Emotions: Four Approaches and the Shared Themes." Journal of Sociological Research 6, no. 2: 150.