2011．第39卷第12期（Vol. 39 Nos. 12）．pp. 157182
An Inquiry of Teachers’ Emotional Politics: A Case Study of a Junior High School in Taiwan
陳幸仁、許惠茹（Hsin-Jen CHEN & Hui-Ju HSU）
Teachers are members of the school organization. No matter facing the challenge from task demands or interacting with people, they would have various emotional experiences. Emotions, therefore, become part of teachers’ school life. In spite of a great deal of studies focusing on teachers’ lives, few have paid attention to teacher emotions. This study aims to explore organizational emotions and teachers’ emotional politics in a junior high school in Taiwan, and adopts qualitative research methods (i.e., in-depth interviews and observation) to collect data for gaining deeper understanding of teacher emotions in the case school. Research findings include: (a) emotional rules embedded in both organizational culture and organization’s emotional regime regulate teacher emotions, bringing about emotional labor and emotional alienation of teachers; (b) teachers’ emotional reflection has a positive function of provoking teachers’ agency and voices; (c) for the pursuit of professional autonomy, the teacher association in the case school overturns organization’s emotional regime, constructs collegiality, and accumulates positive emotional knowledge. Finally, if school leaders value teacher emotions, teachers may in turn enhance their sense of belonging.
Keywords: emotional politics; emotional labor; organizational culture; emotional rules in organizations