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dc.contributor.authorBeltman, Susan
dc.contributor.authorPoulton, Emily
dc.date.accessioned2019-10-16T07:48:59Z
dc.date.available2019-10-16T07:48:59Z
dc.date.issued2019
dc.identifier.citationBeltman, S. and Poulton, E. 2019. “Take a step back”: teacher strategies for managing heightened emotions. Australian Educational Researcher. 46 (4): pp. 661-679.
dc.identifier.urihttp://hdl.handle.net/20.500.11937/76583
dc.identifier.doi10.1007/s13384-019-00339-x
dc.description.abstract

© 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.

dc.languageEnglish
dc.publisherSPRINGER
dc.subjectSocial Sciences
dc.subjectEducation & Educational Research
dc.subjectTeacher
dc.subjectEmotions
dc.subjectCoping
dc.subjectMindfulness
dc.subjectRESILIENCE
dc.subjectMINDFULNESS
dc.subjectEDUCATION
dc.subjectSCHOOL
dc.subjectATTRITION
dc.subjectSTRESS
dc.title“Take a step back”: teacher strategies for managing heightened emotions
dc.typeJournal Article
dcterms.source.volume46
dcterms.source.number4
dcterms.source.startPage661
dcterms.source.endPage679
dcterms.source.issn0311-6999
dcterms.source.titleAustralian Educational Researcher
dc.date.updated2019-10-16T07:48:59Z
curtin.note

This is a post-peer-review, pre-copyedit version of an article published in The Australian Educational Researcher. The final publication is available at Springer via http://dx.doi.org/10.1007/s13384-019-00339-x

curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidBeltman, Susan [0000-0003-0998-9962]
dcterms.source.eissn2210-5328
curtin.contributor.scopusauthoridBeltman, Susan [23090076800]


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