Teacher Emotions in Organizational Change Process

Even though research has shown that change interventions in educational organizations trigger emotional reactions, these reactions are still overlooked not only in theory but also in practice. Emotions experienced during the change process are, indeed, effective factors in shaping the implementers’change-related attitudes and behaviors and maintaining their professional identities without losing their focus on teaching. However, the problems including the false beliefs about emotions, the cultural and individualized approaches needed for managing emotions, and lack of information about thefunctions of emotions have resulted in the underemphasized role of the highly important emotional dimension of change process. In this respect, the purpose of this study is to reveal the roles of emotions experienced by teachers about educational changes, the myths about these emotions, and related factors with a literature-based discussion. The results of the study indicated that teacher participation in the change process, support, and open communication play crucial roles in teachers’ change-related emotions, along with individual characteristics.

Örgütsel Değişim Sürecinde Öğretmen Duyguları

Eğitim örgütlerinde değişimlerin duygu uyandıran süreçler olduğu araştırma sonuçlarıyla ortaya konmasına rağmen, duygular hem kuram hem de uygulamada hala geri plana atılmaktadır. Değişim sürecinde hissedilen duygular aslında uygulayıcıların değişime yönelik tutum ve davranışlarını şekillendirmesinde ve eğitim-öğretim odağını kaybetmeden mesleki kimliklerini korumasında oldukça önemli etkenlerdir. Ancak, duygularla ilgili yanlış inançlar, duygu yönetiminin bireysel ve kültürel bir yaklaşım gerektirmesi ve duyguların işleviyle ilgili bilgi eksikliği gibi sorunlar, değişim sürecinin çok önemli bir boyutu olan duygu boyutunun yok sayılmasıyla sonuçlanmaktadır. Bu bakımdan bu çalışmanın amacı, eğitimde değişim girişimleriyle ilgili öğretmenlerin deneyimlediği duyguların rolünü, bu duygularla ilgili hatalı yargıları ve ilişkili faktörleri literatür temelli bir tartışma ile ortaya koymaktır. Çalışmanın sonuçları değişim sürecinde öğretmen katılımının, desteğin ve açık iletişimin, bireysel özelliklerle birlikte öğretmenlerin değişime yönelik duyguları üzerinde oldukça önemli role sahip olduğunu ortaya koymuştur.

PDF

___

Agote, L., Aramburu, N., & Lines, R. (2016). Authentic leadership perception, trust in the leader, and followers’ emotions in organizational change process. The Journal of Applied Behavioral Science, 52(1), 35-63. doi:10.1177/0021886315617531

Ashforth, B. E., & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations, 48(2), 97-125. doi:10.1177/001872679504800201

Ashton-James, C., & Ashkanasy, N. M. (2008). Affective events theory: A strategic perspective. In W. C. Zerbe, C. C. J. Härtel & N. M. Ashkanasy (Eds.), Research on emotion in organizations: Emotions, ethics and decision-making (pp. 1-34). Bingley, UK:Emerald.

Barsade, S. G., & Gibson, D. E. (2007). Why does affect matter in organizations? Academy of Management Perspectives, 21, 36-59. doi:10.5465/AMP.2007.24286163

Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. Hoboken, NJ: Jossey-Bass.

Bullough Jr., R. V. (2011). Hope, happiness, teaching, and learning. In C. Day & J. C.-K. Lee (Eds.), New understanding of teacher’s work: Emotions and educational change (pp. 15-30). London: Springer.

Cross, D. I., & Hong, J. Y. (2010). Beliefs and professional identity: Critical constructs in examining the impact of reform on the emotional experiences of teachers. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 273-296). New York, NY: Springer.

Datnow, A. (2018). Time for change? The emotions of teacher collaboration and reform. Journal of Professional Capital and Community, 3(3), 157-172. Day, C., & Lee, J. C.-K. (2011). Emotions and educational change: Five questions. In C.

Day & J. C.-K. Lee (Eds.), New understanding of teacher’s work: Emotions and educational change (pp. 1-11). London: Springer.

Eriksson, C. B. (2004). The effects of change programs on employees’ emotions. Personnel Review, 33, 110-126. doi:10.1108/00483480410510642

Fineman, S. (2003). Understanding emotion at work. Thousand Oaks, CA: Sage Publications.

Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.

Geijsel, F., Sleegers, P., van den Berg, R, & Kelchtermans, G. (2001). Conditi- ons fostering the implementation of large-scale innovation programs in scho- ols: Teachers’ perspectives. Educational Administration Quarterly, 37(1), 130-166. doi:10.1177/00131610121969262

George, M. P., White, G. P., & Schlaffer, J. J. (2007). Implementing school-wide behavior change: Lessons from the field. Psychology in the Schools, 44(1), 41-51. doi:10.1002/pits.20204

Greenberg, J., & Baron, R. A. (2000). Behavior in organizations. Upper Saddle River, NJ:Prentice Hall.

Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854.

Hargreaves, A. (2004). Inclusive and exclusive educational change: Emotional responses of teachers and implications for leadership. School Leadership & Management, 24(2), 287-309. doi:10.1080/1363243042000266936

Hargreaves, A. (2005a). Pushing the boundaries of educational change. In A. Hargreaves (Ed.), Extending educational change: International handbook of educational change (pp. 1-14). The Netherlands: Springer.

Hargreaves, A. (2005b). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21, 967-983. doi:10.1016/j.tate.2005.06.007

Hargreaves, A. (2005c). The emotions of teaching and educational change. In A. Hargreaves (Ed.), Extending educational change: International handbook of educational change (pp. 278-295). The Netherlands: Springer.

Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education. 21, 995-1006.

Kelchtermans, G., Ballet, K., & Piot, L. (2009). Surviving diversity in times of performativity: Understanding teachers’ emotional experience of change. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 215-232). New York, NY: Springer.

Keltner, D., & Ekman, P. (2000). Emotion: An overview. In A. E. Kazdin (Ed.), Encyclopedia of Psychology (Vol. 3, pp. 162-167). Washington, DC: American Psychological Association.

Kiefer, T. (2002). Understanding the emotional experience of organizational change: Evidence from a merger. Advances in Developing Human Resources, 4(1), 39-61. doi:10.1177/1523422302004001004

Kiefer, T. (2005). Feeling bad: Antecedents and consequences of negative emotions in ongoing change. Journal of Organizational Behavior, 26, 875-897. doi:10.1002/job.339

Kiefer, T., & Briner, R. B. (2006). Emotion at work. In P. Jackson & M. Shams (Eds.), Developments in work and organizational psychology: Implications for international business (pp. 185-228). Amsterdam, the Netherlands: Elsevier.

Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.

Lee, J. C.-K., & Yin, H.-B. (2011a). Teachers’ emotions and Professional identity in curriculum reform: A Chinese perspective. Journal of Educational Change, 12, 25-46. doi:10.1007/s10833-010-9149-3

Lee, J. C.-K., & Yin, H.-B. (2011b). Teachers’ emotions in a mandated curriculum reform: A Chinese perspective. In C. Day & J. C.-K. Lee (Eds.), New understanding of teacher’s work: Emotions and educational change (pp. 85-104). London: Springer.

Leithwood, K. (2007). The emotional side of school improvement: A leadership perspective. In T. Townsend (Ed.), International handbook of school effectiveness and improvement (pp. 615-634). Dordrecht, NL: Springer

Leithwood, K., & Beatty, B. (2008). Leading with teacher emotions in mind. Thousand Oaks, CA: Corwin Press.

Little, J, W. (1996). The emotional contours and career trajectories of (disappointed) reform enthusiasts. Cambridge Journal of Education, 26(3), 345-359. doi:10.1080/0305764960260304 Lunenburg, F. C., & Ornstein, A. C. (2012). Educational administration: Concepts and practices. Belmont, CA: Wadsworth/Cengage Learning.

Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293-306. doi:10.1080/0305764960260301

Oplatka, I., & Arar, K. (2019). A call to study educator emotion as a contextualized phenomenon. In I. Oplatka & K. Arar (Eds.), Emotion management and feelings in teaching and educational leadership (pp. 9-24). Bingley, UK: Emerald Publishing.

Oreg, S., Vakola, M., & Armeankis, A. (2011). Change recipients’ reactions to organizational change: A 60-year review of quantitative studies. The Journal of Applied Behavioral Science, 47(4), 461-524. doi:10.1177/0021886310396550

Reio Jr. T. G. (2011). Teacher emotions and socialization-related learning in the context of educational change. In C. Day & J. C.-K. Lee (Eds.), New understanding of teacher’s work: Emotions and educational change (pp. 105-118). London: Springer.

Saunders, R. (2013). The role of teacher emotions in change: Experiences, patterns and implications for professional development. Journal of Educational Change, 14, 303-333.

Schmidt, M., & Datnow, A. (2005). Teachers’ sense making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21, 949-965. doi:10.1016/j.tate.2005.06.006

Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387-431.

Tsang, K., & Kwong, T. L. (2017). Teachers’ emotions in the context of education reform: Labor process theory and social constructionism. British Journal of Sociology of Education, 38(6), 841-855. doi:10.1080/01425692.2016.1182007

van den Berg, R. (2002). Reachers’ meanings regarding educational practice. Review of Educational Research, 72(4), 577-625.

van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38(1), 85-111. doi:10.1080/00220270500109304

van Veen, K., & Sleegers, P. (2009). Teachers’ emotions in a context of reforms: To a deeper understanding of teachers and reforms. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (pp. 233-251). New York, NY: Springer.

van Veen, K., Sleegers, P., & van de Ven, P.-T. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective process of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21, 917-934.

Weiss, H., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes, and consequences affective experiences at work. In B. Staw & L. L. Cummings (Eds.), Research in organizational behavior (pp. 1-74). Greenwich, CT: JAI.

Zayim-Kurtay, M., & Kondakci, Y. (2019). Modeling change implementation behavior: Teachers’ affective and attitudinal reactions to change in Turkey. International Journal of Leadership in Education. doi:10.1080/13603124.2019.1690704

Zembylas, M. (2009). The politics of emotions: Affective economies, ambivalence, and transformation. In E. A. Samier & M. Schmidt (Eds.), Emotional dimensions of educational administration and leadership (pp. 97-108). New York, NY: Routledge.

Zembylas, M. (2010). Teacher emotions in the context of educational reforms. In A. Hargreaves, A. Lieberman, M. Fullan, & D. Hopkins (Ed.), Second international handbook of educational change (pp. 221-236). Dordrecht, The Netherlands: Springer.

Zembylas, M., & Barker, H. B. (2007). Teachers’ spaces for coping with change in the context of a reform effort. Journal of Educational Change, 8(3), 235-256. doi:10.1007/s10833-007-9025-y

Kuram ve Uygulamada Eğitim Yönetimi-Cover

ISSN: 1300-4832
Yayın Aralığı: Yılda 4 Sayı
Başlangıç: 1995
Yayıncı: Pegem Akademi Yayıncılık Eğitim Danışmanlık Hizmetleri Tic. Ltd. Şti.