Teacher Emotion

This paper reviews the literature on whether productivity in research and publication should be considered a standard in higher education institutions. Moreover, it discusses the national, institutional, and personal barriers to faculty engagement in research and publication and strategies that facilitate such productivity. Finally, findings on an investigation on the state of research and publication at a Philippine university are presented. the study aims to determine [1] the percentage of college teachers who are productive in research and publication; [2] the factors that facilitate and constrain research and publication productivity; and [3] mechanisms and infrastructure that are already in place in the University and how these may be enhanced to further stimulate a culture of research and publication. results show that from 1997-2007, only 47% of the faculty engaged in research, of which only 29% have published their output in scholarly publications. among the commonly identified reasons for the lack of productivity are [1] teaching tasks; [2] lack of necessary writing skill needed to produce a publishable report; [3] housework and family responsibility; [4] lack of knowledge on how to repackage their theses/dissertation to meet the technical and requirements of particular journals; and, [5] absence of information on the procedures and dynamics of getting a work published. those who are productive cited the following as the factors that stimulate in research and publication: [1] the belief that research is integral to their professional growth as a teacher; [2] accreditation; [3] incentives for research; and [4] promotion in rank. the following strategies were suggested by the respondents to strengthen the culture of research and publication in the University: [1] establishing a mentoring system where faculty members who have already conducted research and published their research findings closely supervise and coach those who have not yet engaged in research and publication; [2] crediting at least six units to faculty who engage in research, the credit

In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers’ emotional experiences in the national curriculum reform of senior secondary education in China. Results indicate that teachers revealed complex emotional responses to the reform. These emotions were related to teachers’ perceptions about the use of new textbooks, teaching approaches, and, more importantly, the uncertain changes in college entrance examinations. Three types of teachers with different emotions and professional identities are identified in the reform (i.e., the losing heart accommodators, the drifting followers, and the cynical performers). These findings highlight the Chinese perspective on teacher emotion and provide some implications for the management of curriculum reform and teacher emotion in the Chinese context.

The present study reports the adaptation and validation of the Teacher Emotional Labour Strategy Scale (TELSS) as tested on samples of 633 Beijing teachers and 648 Chongqing teachers in Chinese mainland. Results show that the 13-item TELSS adapted for this study had good internal consistency on three subscales which measure three types of teacher emotional labour strategy, namely, surface acting, deep acting and expression of naturally felt emotions. Confirmatory factor analysis using different data-sets provided support for the construct validity of this TELSS. In addition, the convergent, discriminant and concurrent validity of this newly-adapted TELSS were examined in the present study.

In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers’ emotional experiences in the national curriculum reform of senior secondary education in China. Results

In educational research, emotion has attracted substantial attention since the mid-1990s. While there are many studies of teacher emotion in educational change in the West, there is a remarkable dearth of such studies in China. This qualitative study attempts to address this issue by examining teachers’ emotional experiences in the national curriculum reform of senior secondary education in China. Results