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MARC 21

Gendered emotion management and teacher outcomes in secondary school teaching : a review.
Tag	Description
001	$ 80425
013	$aUPS BIBL CENTR SL-II-917
100	$aOLSON, R. E.
245	$aGendered emotion management and teacher outcomes in secondary school teaching :$ba review.$hParte componente di periodico
300	$app. 128-144.
500	$aEstratto da: Teaching and teacher education 2019, 80.
520	$aThis 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.
653	$aRICERCA.
655	$aEMOZIONI.
655	$aIDENTITÀ DI GENERE.
655	$aINSEGNAMENTO.
655	$aDONNA.
655	$aDIFFERENZA.
655	$aINTERESSI.
655	$aLETTERATURA.
655	$aBURN-OUT.
655	$aSCUOLA SECONDARIA.
655	$aAUSTRALIA.
658	$aPedagogico.
700	$aMCKENZIE, J.
700	$aMILLS, K.A.
700	$aPATULNY, R.
700	$aBELLOCCHI, A.
700	$aCARISTO, F.
740	$aTeaching and teacher education 2019, 80.
856	$uhttp://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=135136754&lang=it&site=ehost-live$3Scheda EBSCO