“Take a step back”: teacher strategies for managing heightened emotions
© 2019, The Australian Association for Research in Education, Inc. From a social ecological perspective, there are multiple challenges that can lead to stress, burnout and attrition in teachers and school leaders. The capacity to manage negative emotions is important for emotion regulation, emotiona...
| Main Authors: | , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
SPRINGER
2019
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/76583 |
| _version_ | 1848763723744804864 |
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| author | Beltman, Susan Poulton, Emily |
| author_facet | Beltman, Susan Poulton, Emily |
| author_sort | Beltman, Susan |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 2019, The Australian Association for Research in Education, Inc. From a social ecological perspective, there are multiple challenges that can lead to stress, burnout and attrition in teachers and school leaders. The capacity to manage negative emotions is important for emotion regulation, emotional intelligence, coping and mindfulness. Emotions also form one dimension of resilience as teachers use strategies to maintain their commitment and well-being. This paper examines those strategies nominated by 73 practicing teachers who completed online modules designed to enhance resilience capacity. An iterative process of coding of 206 separate responses led to 14 first-order categories. These were then coded into four higher-order categories of Waiting, Assessing, Problem-Solving and Being Proactive. The largest group of responses, aligned with mindfulness approaches, referred to the need to take a break to calm oneself and manage the emotions, before assessing the situation and engaging in direct problem-focused strategies. Participants also reported putting proactive strategies in place. Implications for teacher professional learning are discussed including the challenge of focusing on individual capacity when the source of challenges may lie in wider policies or workplace structure. Limitations include lack of corroborating observational data, and suggestions are made for further research to understand how teachers manage the emotional challenges of their work. |
| first_indexed | 2025-11-14T11:08:00Z |
| format | Journal Article |
| id | curtin-20.500.11937-76583 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:08:00Z |
| publishDate | 2019 |
| publisher | SPRINGER |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-765832020-08-03T08:00:43Z “Take a step back”: teacher strategies for managing heightened emotions Beltman, Susan Poulton, Emily Social Sciences Education & Educational Research Teacher Emotions Coping Mindfulness RESILIENCE MINDFULNESS EDUCATION SCHOOL ATTRITION STRESS © 2019, The Australian Association for Research in Education, Inc. From a social ecological perspective, there are multiple challenges that can lead to stress, burnout and attrition in teachers and school leaders. The capacity to manage negative emotions is important for emotion regulation, emotional intelligence, coping and mindfulness. Emotions also form one dimension of resilience as teachers use strategies to maintain their commitment and well-being. This paper examines those strategies nominated by 73 practicing teachers who completed online modules designed to enhance resilience capacity. An iterative process of coding of 206 separate responses led to 14 first-order categories. These were then coded into four higher-order categories of Waiting, Assessing, Problem-Solving and Being Proactive. The largest group of responses, aligned with mindfulness approaches, referred to the need to take a break to calm oneself and manage the emotions, before assessing the situation and engaging in direct problem-focused strategies. Participants also reported putting proactive strategies in place. Implications for teacher professional learning are discussed including the challenge of focusing on individual capacity when the source of challenges may lie in wider policies or workplace structure. Limitations include lack of corroborating observational data, and suggestions are made for further research to understand how teachers manage the emotional challenges of their work. 2019 Journal Article http://hdl.handle.net/20.500.11937/76583 10.1007/s13384-019-00339-x English SPRINGER fulltext |
| spellingShingle | Social Sciences Education & Educational Research Teacher Emotions Coping Mindfulness RESILIENCE MINDFULNESS EDUCATION SCHOOL ATTRITION STRESS Beltman, Susan Poulton, Emily “Take a step back”: teacher strategies for managing heightened emotions |
| title | “Take a step back”: teacher strategies for managing heightened emotions |
| title_full | “Take a step back”: teacher strategies for managing heightened emotions |
| title_fullStr | “Take a step back”: teacher strategies for managing heightened emotions |
| title_full_unstemmed | “Take a step back”: teacher strategies for managing heightened emotions |
| title_short | “Take a step back”: teacher strategies for managing heightened emotions |
| title_sort | “take a step back”: teacher strategies for managing heightened emotions |
| topic | Social Sciences Education & Educational Research Teacher Emotions Coping Mindfulness RESILIENCE MINDFULNESS EDUCATION SCHOOL ATTRITION STRESS |
| url | http://hdl.handle.net/20.500.11937/76583 |