{"id":56227,"date":"2021-03-01T00:00:09","date_gmt":"2021-03-01T08:00:09","guid":{"rendered":"https:\/\/world.edu\/?p=56227"},"modified":"2021-02-28T20:43:59","modified_gmt":"2021-03-01T04:43:59","slug":"teachers-are-expected-to-put-on-a-brave-face-and-ignore-their-emotions-we-need-to-talk-about-it","status":"publish","type":"post","link":"https:\/\/world.edu\/teachers-are-expected-to-put-on-a-brave-face-and-ignore-their-emotions-we-need-to-talk-about-it\/","title":{"rendered":"Teachers are expected to put on a brave face and ignore their emotions. We need to talk about it"},"content":{"rendered":"

\"\"<\/p>\n

Australian universities enrol thousands of people to become teachers. Some who\u00a0choose to study<\/a>\u00a0education are motivated by a desire to make a difference to the lives of young people, while others are looking for job security and intellectual fulfilment.<\/p>\n

A course in education\u00a0encompasses a broad range<\/a>\u00a0of cognitive and technical skills aligned to professional teacher standards. Yet, what is largely missing from a teaching degree is what to do with emotions as a teacher.<\/p>\n

Despite all the theory, training and practical experience,\u00a0research shows<\/a>\u00a0teachers\u2019 professional lives can be highly demanding, pressured, stressful and at times, emotionally exhausting.<\/p>\n

In doctoral\u00a0research<\/a>, I followed pre-service teachers throughout their course. I found there exists an invisible rule book that defines what teachers can and cannot do with their emotions.<\/p>\n

Emotional labour is hard work<\/strong><\/h4>\n

Our teachers recently started the school year. Many are likely facing a range of emotional challenges including working with difficult students and communities, managing increasing administrative control over their work and standardisation reforms. All these can result in substantial mental health issues.<\/p>\n

One Australian\u00a0study found<\/a>\u00a0increasing numbers of teachers suffer from persistent anxiety and depression. Up to 50% burn out or\u00a0simply leave<\/a>\u00a0in the first five years of their career.<\/p>\n

Early\u00a0studies are showing<\/a>\u00a0the COVID-19 lockdowns of 2020 are further exacerbating the stresses facing Australian teachers.<\/p>\n

Because teaching is emotionally demanding, teachers experience what is known as \u201cemotional labour<\/a>\u201d. This is when teachers have to manage, suppress or feign their emotions as part of the work. Like other forms of labour, doing so can become exhausting.<\/p>\n

Understanding these facts is a fundamental part of learning to become a teacher. I\u2019ve come to know this through years of researching teacher emotions, specifically focused on those learning to teach.<\/p>\n

Putting on a mask<\/strong><\/h4>\n

I spoke with and collected questionnaires from almost one hundred education students in a large Western Australian university. I wanted to find out how someone who wants to become a teacher learnt what they\u00a0should<\/em>\u00a0or\u00a0should not<\/em>\u00a0be doing with their emotions in secondary schools.<\/p>\n

I found pre-service teachers learnt about the rules for emotional behaviour from expectations and assumptions about teacher\u2019s work, which was confirmed when they began training in school placements.<\/p>\n

From interviews, focus groups, dairy entries and questionnaires, I have summarised some of the unwritten rules these teaching students spoke of:<\/p>\n

Don\u2019t ever cry in front of students, because if you do, they will see you as weak and eat you alive.<\/em><\/p>\n

Don\u2019t lose your temper, shout or get angry, because if you do, students will lose respect for you.<\/em><\/p>\n

Don\u2019t show your emotional vulnerability, especially not to other teachers, because if you do, they might think you are not right for the job.<\/em><\/p><\/blockquote>\n

Many pre-service teachers explained they worked at \u201chiding\u201d or \u201csuppressing\u201d their vulnerable emotions from students and other teachers.<\/p>\n

Some said they put on a \u201cmask\u201d, \u201ca brave face\u201d or \u201cfa\u00e7ade\u201d to show they were \u201cprofessional\u201d and could \u201ccontrol\u201d their emotions.<\/p>\n

One participant experienced \u201cintense frustration\u201d during school placement in trying to manage and engage a group of behaviourally difficult students, which led to her feeling \u201cemotionally overwhelmed\u201d.<\/p>\n

She hid these emotions from her supervising teacher, telling me she did not want to \u201cappear weak\u201d. So she held back her tears because she would \u201chate\u201d being the \u201clittle woman that cries at work, who gets upset\u201d.<\/p>\n

This shows there exists a demand for teachers to behave in ways they believe to be acceptable. All these pre-service teachers have learnt to keep a hold of their \u201cinappropriate\u201d emotions in front of other teachers or risk being perceived as incompetent and unprofessional.<\/p>\n

Let\u2019s talk about it<\/strong><\/h4>\n

Navigating the emotional rules of learning to teach is a significant aspect of becoming a teacher, yet it goes largely unrecognised in an initial teacher education course.<\/p>\n

Such labour in teaching\u00a0can have personal costs<\/a>\u00a0and lead to emotional exhaustion, depression and anxiety.<\/p>\n

If we are to ensure thousands of newly enrolled teachers are to thrive in their courses and careers, we must make the invisible emotional rules of the profession seen and heard.<\/p>\n

I believe if pre-service teachers can come together with teacher educators to explore these emotional rules, they could build resilience to confront the many emotional challenges of modern teaching.<\/p>\n

Author Bio:<\/strong> Saul Karnovsky is a Lecturer & Bachelor of Education (Secondary) Course Coordinator at Curtin University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Australian universities enrol thousands of people to become teachers. Some who\u00a0choose to study\u00a0education are motivated by a desire to make a difference to the lives of young people, while others are looking for job security and intellectual fulfilment. A course in education\u00a0encompasses a broad range\u00a0of cognitive and technical skills aligned to professional teacher standards. Yet, […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":56228,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[95],"tags":[10600],"coauthors":[11733],"class_list":["post-56227","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-lifestyle","tag-emotions"],"acf":[],"yoast_head":"\nTeachers are expected to put on a brave face and ignore their emotions. 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