Research Article
BibTex RIS Cite

Teacher Disappointments from Teacher's Perspective

Year 2024, Volume: 11 Issue: 1, 118 - 155, 14.09.2024
https://doi.org/10.59409/ojer.1486105

Abstract

The psychological aspect of teachers in the context of the field of education has attracted significant scholarly attention in recent years due to its potential to enhance the academic achievements of students, teachers, and school leaders, as well as to cultivate a positive learning environment amidst modern uncertainties. Nonetheless, the disappointments experienced by teachers, who hold a crucial position within educational institutions, have been somewhat overlooked. The principal aim of this paper is to gain a comprehensive understanding of teachers' encounters with disappointment, specifically focusing on their daily experiences in school settings. By employing a qualitative research methodology, this investigation adopts a phenomenological framework. The application of thematic analysis enabled an in-depth exploration of teachers' experiences in relation to the phenomenon of disappointment. The analysis was rooted in data collected through semi-structured interviews with 28 teachers from schools in İzmir, Türkiye. The findings of the research reveal that the primary sources of teachers' disappointments include the education system, educational administrators, parents, students, the teaching profession, and colleagues. These key themes were meticulously examined in the study, and both the positive and negative impacts of disappointments on teachers were also deliberated.

Ethical Statement

We have carried out the research within the framework of the Helsinki Declaration; the participants are volunteers and know that they can give up if they do not want to participate the research. The research does not include any harmful implementation, or the researchers do not obtain any special or sensitive information from participants.

Supporting Institution

No funding was received.

References

  • Akman, Y. (2019). Eğitim fakültelerinin misyonları üzerine bir araştırma. Pamukkale University Journal of Education, 46(46), 39-56. https://doi.org/10.9779/pauefd.452829
  • Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404. https://doi.org/10.17240/aibuefd.2015.15.1-5000128614
  • Ashkanasy, N. M., Zerbe, W. J., & Hartel, C. E. (2016). Managing emotions in the workplace. Routledge.
  • Bachler, R., Segovia-Lagos, P., & Porras, C. (2023). The role of emotions in educational processes: The conceptions of teacher educators. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1145294
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Allyn & Bacon.
  • Brady, M. (2010). II—Michael Brady: Disappointment. Aristotelian Society Supplementary Volume, 84(1), 179-198. https://doi.org/10.1111/j.1467-8349.2010.00191.x
  • Byrd, A. L., Frigoletto, O. A., Vine, V., Vanwoerden, S., Jennings, J. R., Zalewski, M., & Stepp, S. D. (2023). Maternal invalidation and child RSA reactivity to frustration interact to predict teacher-reported aggression among at-risk preschoolers. Psychological Medicine, 53(13), 6366-6375. https://doi.org/10.1017/s0033291722003713
  • Cantürk, G. (2021). Economic problems faced by teachers and their views on salary increase demands: Twitter analysis. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(2), 202-223. https://doi.org/10.46762/mamulebd.991380
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
  • Çankaya, İ., & Çanakçı, H. (2011). Sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlarla başa çıkma yolları. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 6(2), 307-316.
  • Çevik, S. (2019). Sınıf öğretmenlerinin yaşadığı duyguların mesleklerine yansıması [Unpublished master's thesis]. Necmettin Erbakan University.
  • Çınkır, Ş., & Kurum, G. (2017). Atanmak ya da atanamamak: ücretli öğretmenlerin yaşadıkları sorunlar. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 9-35.
  • Demir, B. N. (2021). Lise öğrencilerinin bağlanma stilleri ile sınav kaygısı arasındaki ilişkide duygu yönetiminin aracı rolü [Unpublished master's thesis]. Kahramanmaraş Sütçü İmam University.
  • Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: the discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 1-21). SAge Publications, Inc.
  • Dilekci, Ü., & Manap, A. (2022). A bibliometric analysis of research on teacher emotions. International Journal of Psychology and Educational Studies, 9(4), 1222-1235. https://doi.org/10.52380/ijpes.2022.9.4.860
  • Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396. https://doi.org/10.1108/09578230010373633
  • Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
  • Erkol, H. (2021). İlköğretim ve ortaöğretim okul yöneticilerinin duygu yönetimi düzeyleri ve kültürel değerlerin duygu yönetimine etkisi [Unpublished master's thesis]. Ankara University.
  • Erol, İ. (2021). Türkiye’de okul yöneticilerinin belirlenmesinde “liyakat ilkesi". Eğitim Yönetimi ve Politikaları Dergisi, 2(1), 54-65.
  • Foster, B. (2013, August 11). Great expectations; great disappointments. HUFFPOST. https://www.huffpost.com/entry/managing-expectations_b_3417425
  • Greenberg, J., & Muir, S. (2022). Disappointment. Annual Review of Anthropology, 51(1), 307-323. https://doi.org/10.1146/annurev-anthro-041520-105355
  • Grossman, S., & Oplatka, I. (2020). Teacher disappointment: Subjective definitions, factors and consequences. Journal of Professional Capital and Community, 6(3), 205-220. https://doi.org/10.1108/jpcc-03-2020-0012
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30-33.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
  • Jiang, Z., Mok, I. A., Yang, X., Liu, S., & Chen, M. (2022). Pattern and dynamics of teacher emotions during teaching: A case study of a senior secondary mathematics teacher. Sustainability, 14(15), 9097. https://doi.org/10.3390/su14159097
  • Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. Human Relations, 67(10), 1265-1290. https://doi.org/10.1177/0018726714532856
  • Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150-165. https://doi.org/10.1037/a0026253
  • Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. https://doi.org/10.1080/00220970903292975
  • Koç, M. H. (2020). Zor velilerle baş etme stratejilerine ilişkin sınıf öğretmenlerinin görüşleri. Trakya Eğitim Dergisi, 10(2), 394-411. https://doi.org/10.24315/tred.606480
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
  • Leithwood, K., Louis K. S., Anderson S., & Wahlstrom K. (2004). How leadership influences student learning: Review of research. New York, NY: Wallace Foundation.
  • Lelieveld, G., Van Dijk, E., Van Beest, I., & Van Kleef, G. A. (2012). Why anger and disappointment affect other’s bargaining behavior differently. Personality and Social Psychology Bulletin, 38(9), 1209-1221. https://doi.org/10.1177/0146167212446938
  • Levering, B. (2000). Disappointment in teacher-student relationships. Journal of Curriculum Studies, 32(1), 65-74. https://doi.org/10.1080/002202700182853
  • Lin, C. S. (2013). Revealing the “Essence” of Things: Using Phenomenology in LIS Research. Qualitative and Quantitative Methods in Libraries (QQML), 4, 469-478.
  • Martinez-Roig, R., Iglesias-Martínez, M. J., & Lozano Cabezas, I. (2023). Las emociones percibidas POR el profesorado en activo en el USO de metodologías activas en el aula. Research in Education and Learning Innovation Archives, (30), 46. https://doi.org/10.7203/realia.30.24336
  • Maxwell, J. A. (2009). Designing a qualitative study. In L. Bickman & D. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed., pp. 214-253). Sage Publications, Inc.
  • Morris, S. (2019). The frustration regulation journal: A reflective framework for educators. Relay Journal. https://doi.org/10.37237/relay/020205
  • Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in University language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032
  • Özgan, H., & Bozbayındır, F. (2011). Okullarda Adil olmayan uygulamalar ve etkileri, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 16, 66-85.
  • Pekrun, P., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In P. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (1st ed., pp. 11-20). Routledge.
  • Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/Motivational mediators. Applied Psychology, 41(4), 359-376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
  • Prosen, S., Smrtnik Vitulić, H., & Poljšak Škraban, O. (2013). Observing teachers’ emotional expression in their interaction with students. The New Educational Review, 31, 75-85. https://doi.org/10.15804/tner.13.31.1.06
  • Seçer, H. Ş. (2005). Çalışma yaşamında duygular ve duygusal emek: sosyoloji, psikoloji ve örgüt teorisi açısından bir değerlendirme. Sosyal Siyaset Konferansları Dergisi, 50, 813-834.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Sutton, R. E. (2007). Teachers' anger, frustration, and self-regulation. Emotion in Education, 259-274. https://doi.org/10.1016/b978-012372545-5/50016-2
  • Sönmez, A. (2014). Ortaokul Yöneticilerinin Görevlerini Yaparken Karşılaştığı Veli, Öğretmen, Üst Yöneticilerden Kaynaklanan Olumsuz Davranışlar [Unpublished master's thesis]. Yeditepe University.
  • Tang, Y., & Hu, J. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.985859
  • Tao, W. (2022). Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.993857
  • Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers' behaviors predict students' enjoyment, hope, and pride? Communication Education, 62(2), 191-209. https://doi.org/10.1080/03634523.2013.763997
  • Türk, H., & Kıroğlu, K. (2018). Ailelerin sınıf öğretmenlerine uyguladıkları mobbing davranışları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 2357-2389. https://doi.org/10.17240/aibuefd.2018.18.41844-429343
  • Yin Yung, C. (2022). Emotions as an accelerator: Case studies on the effects of emotions on teachers’ perception and learning when being in conflicts with school leaders. European Journal of Teaching and Education, 4(1), 48-60. https://doi.org/10.33422/ejte.v4i1.725
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldırım, K., & Tabak, H. (2019). Öğretmen adaylarının duygu durumlarının farklı sınıflamalara göre incelenmesi. İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1441-1457. https://doi.org/10.17240/aibuefd.2019..-473905
  • Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). Macmillan Publishing Company.
  • Zembylas, M. (2014). Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn. Cultural Studies of Science Education, 11(3), 539-550. https://doi.org/10.1007/s11422-014-9623-y
  • Zhao, H., Li, D., & Zhong, Y. (2022). Teacher emotion and pedagogical decision-making in ESP teaching in a Chinese University. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.955474
Year 2024, Volume: 11 Issue: 1, 118 - 155, 14.09.2024
https://doi.org/10.59409/ojer.1486105

Abstract

References

  • Akman, Y. (2019). Eğitim fakültelerinin misyonları üzerine bir araştırma. Pamukkale University Journal of Education, 46(46), 39-56. https://doi.org/10.9779/pauefd.452829
  • Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404. https://doi.org/10.17240/aibuefd.2015.15.1-5000128614
  • Ashkanasy, N. M., Zerbe, W. J., & Hartel, C. E. (2016). Managing emotions in the workplace. Routledge.
  • Bachler, R., Segovia-Lagos, P., & Porras, C. (2023). The role of emotions in educational processes: The conceptions of teacher educators. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1145294
  • Bogdan, R., & Biklen, S. K. (2007). Qualitative research for education: An introduction to theories and methods. Allyn & Bacon.
  • Brady, M. (2010). II—Michael Brady: Disappointment. Aristotelian Society Supplementary Volume, 84(1), 179-198. https://doi.org/10.1111/j.1467-8349.2010.00191.x
  • Byrd, A. L., Frigoletto, O. A., Vine, V., Vanwoerden, S., Jennings, J. R., Zalewski, M., & Stepp, S. D. (2023). Maternal invalidation and child RSA reactivity to frustration interact to predict teacher-reported aggression among at-risk preschoolers. Psychological Medicine, 53(13), 6366-6375. https://doi.org/10.1017/s0033291722003713
  • Cantürk, G. (2021). Economic problems faced by teachers and their views on salary increase demands: Twitter analysis. Maarif Mektepleri Uluslararası Eğitim Bilimleri Dergisi, 5(2), 202-223. https://doi.org/10.46762/mamulebd.991380
  • Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. SAGE.
  • Çankaya, İ., & Çanakçı, H. (2011). Sınıf öğretmenlerinin karşılaştıkları istenmeyen öğrenci davranışları ve bu davranışlarla başa çıkma yolları. Turkish Studies - International Periodical For The Languages, Literature and History of Turkish or Turkic, 6(2), 307-316.
  • Çevik, S. (2019). Sınıf öğretmenlerinin yaşadığı duyguların mesleklerine yansıması [Unpublished master's thesis]. Necmettin Erbakan University.
  • Çınkır, Ş., & Kurum, G. (2017). Atanmak ya da atanamamak: ücretli öğretmenlerin yaşadıkları sorunlar. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 9-35.
  • Demir, B. N. (2021). Lise öğrencilerinin bağlanma stilleri ile sınav kaygısı arasındaki ilişkide duygu yönetiminin aracı rolü [Unpublished master's thesis]. Kahramanmaraş Sütçü İmam University.
  • Denzin, N. K., & Lincoln, Y. S. (2011). Introduction: the discipline and practice of qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE Handbook of Qualitative Research (4th ed., pp. 1-21). SAge Publications, Inc.
  • Dilekci, Ü., & Manap, A. (2022). A bibliometric analysis of research on teacher emotions. International Journal of Psychology and Educational Studies, 9(4), 1222-1235. https://doi.org/10.52380/ijpes.2022.9.4.860
  • Dinham, S., & Scott, C. (2000). Moving into the third, outer domain of teacher satisfaction. Journal of Educational Administration, 38(4), 379-396. https://doi.org/10.1108/09578230010373633
  • Epstein, J. L., Sanders, M. G., Sheldon, S. B., Simon, B. S., Salinas, K. C., Jansorn, N. R., Voorhis, F. L., Martin, C. S., Thomas, B. G., Greenfeld, M. D., Hutchins, D. J., & Williams, K. J. (2018). School, family, and community partnerships: Your handbook for action. Corwin Press.
  • Erkol, H. (2021). İlköğretim ve ortaöğretim okul yöneticilerinin duygu yönetimi düzeyleri ve kültürel değerlerin duygu yönetimine etkisi [Unpublished master's thesis]. Ankara University.
  • Erol, İ. (2021). Türkiye’de okul yöneticilerinin belirlenmesinde “liyakat ilkesi". Eğitim Yönetimi ve Politikaları Dergisi, 2(1), 54-65.
  • Foster, B. (2013, August 11). Great expectations; great disappointments. HUFFPOST. https://www.huffpost.com/entry/managing-expectations_b_3417425
  • Greenberg, J., & Muir, S. (2022). Disappointment. Annual Review of Anthropology, 51(1), 307-323. https://doi.org/10.1146/annurev-anthro-041520-105355
  • Grossman, S., & Oplatka, I. (2020). Teacher disappointment: Subjective definitions, factors and consequences. Journal of Professional Capital and Community, 6(3), 205-220. https://doi.org/10.1108/jpcc-03-2020-0012
  • Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30-33.
  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
  • Jiang, Z., Mok, I. A., Yang, X., Liu, S., & Chen, M. (2022). Pattern and dynamics of teacher emotions during teaching: A case study of a senior secondary mathematics teacher. Sustainability, 14(15), 9097. https://doi.org/10.3390/su14159097
  • Johnson, G., & Connelly, S. (2014). Negative emotions in informal feedback: The benefits of disappointment and drawbacks of anger. Human Relations, 67(10), 1265-1290. https://doi.org/10.1177/0018726714532856
  • Klassen, R. M., Perry, N. E., & Frenzel, A. C. (2012). Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs. Journal of Educational Psychology, 104(1), 150-165. https://doi.org/10.1037/a0026253
  • Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. The Journal of Experimental Education, 78(4), 464-486. https://doi.org/10.1080/00220970903292975
  • Koç, M. H. (2020). Zor velilerle baş etme stratejilerine ilişkin sınıf öğretmenlerinin görüşleri. Trakya Eğitim Dergisi, 10(2), 394-411. https://doi.org/10.24315/tred.606480
  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.
  • Leithwood, K., Louis K. S., Anderson S., & Wahlstrom K. (2004). How leadership influences student learning: Review of research. New York, NY: Wallace Foundation.
  • Lelieveld, G., Van Dijk, E., Van Beest, I., & Van Kleef, G. A. (2012). Why anger and disappointment affect other’s bargaining behavior differently. Personality and Social Psychology Bulletin, 38(9), 1209-1221. https://doi.org/10.1177/0146167212446938
  • Levering, B. (2000). Disappointment in teacher-student relationships. Journal of Curriculum Studies, 32(1), 65-74. https://doi.org/10.1080/002202700182853
  • Lin, C. S. (2013). Revealing the “Essence” of Things: Using Phenomenology in LIS Research. Qualitative and Quantitative Methods in Libraries (QQML), 4, 469-478.
  • Martinez-Roig, R., Iglesias-Martínez, M. J., & Lozano Cabezas, I. (2023). Las emociones percibidas POR el profesorado en activo en el USO de metodologías activas en el aula. Research in Education and Learning Innovation Archives, (30), 46. https://doi.org/10.7203/realia.30.24336
  • Maxwell, J. A. (2009). Designing a qualitative study. In L. Bickman & D. Rog (Eds.), The SAGE Handbook of Applied Social Research Methods (2nd ed., pp. 214-253). Sage Publications, Inc.
  • Morris, S. (2019). The frustration regulation journal: A reflective framework for educators. Relay Journal. https://doi.org/10.37237/relay/020205
  • Morris, S., & King, J. (2018). Teacher frustration and emotion regulation in University language teaching. Chinese Journal of Applied Linguistics, 41(4), 433-452. https://doi.org/10.1515/cjal-2018-0032
  • Özgan, H., & Bozbayındır, F. (2011). Okullarda Adil olmayan uygulamalar ve etkileri, Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 16, 66-85.
  • Pekrun, P., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. In P. Pekrun & L. Linnenbrink-Garcia (Eds.), International Handbook of Emotions in Education (1st ed., pp. 11-20). Routledge.
  • Pekrun, R. (1992). The impact of emotions on learning and achievement: Towards a theory of cognitive/Motivational mediators. Applied Psychology, 41(4), 359-376. https://doi.org/10.1111/j.1464-0597.1992.tb00712.x
  • Prosen, S., Smrtnik Vitulić, H., & Poljšak Škraban, O. (2013). Observing teachers’ emotional expression in their interaction with students. The New Educational Review, 31, 75-85. https://doi.org/10.15804/tner.13.31.1.06
  • Seçer, H. Ş. (2005). Çalışma yaşamında duygular ve duygusal emek: sosyoloji, psikoloji ve örgüt teorisi açısından bir değerlendirme. Sosyal Siyaset Konferansları Dergisi, 50, 813-834.
  • Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069. https://doi.org/10.1016/j.tate.2009.11.001
  • Sutton, R. E. (2007). Teachers' anger, frustration, and self-regulation. Emotion in Education, 259-274. https://doi.org/10.1016/b978-012372545-5/50016-2
  • Sönmez, A. (2014). Ortaokul Yöneticilerinin Görevlerini Yaparken Karşılaştığı Veli, Öğretmen, Üst Yöneticilerden Kaynaklanan Olumsuz Davranışlar [Unpublished master's thesis]. Yeditepe University.
  • Tang, Y., & Hu, J. (2022). The impact of teacher attitude and teaching approaches on student demotivation: Disappointment as a mediator. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.985859
  • Tao, W. (2022). Understanding the relationships between teacher mindfulness, work engagement, and classroom emotions. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.993857
  • Titsworth, S., McKenna, T. P., Mazer, J. P., & Quinlan, M. M. (2013). The bright side of emotion in the classroom: Do teachers' behaviors predict students' enjoyment, hope, and pride? Communication Education, 62(2), 191-209. https://doi.org/10.1080/03634523.2013.763997
  • Türk, H., & Kıroğlu, K. (2018). Ailelerin sınıf öğretmenlerine uyguladıkları mobbing davranışları. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 18(4), 2357-2389. https://doi.org/10.17240/aibuefd.2018.18.41844-429343
  • Yin Yung, C. (2022). Emotions as an accelerator: Case studies on the effects of emotions on teachers’ perception and learning when being in conflicts with school leaders. European Journal of Teaching and Education, 4(1), 48-60. https://doi.org/10.33422/ejte.v4i1.725
  • Yıldırım, A., & Şimşek, H. (2005). Sosyal bilimlerde nitel araştırma yöntemleri. Seçkin Yayıncılık.
  • Yıldırım, K., & Tabak, H. (2019). Öğretmen adaylarının duygu durumlarının farklı sınıflamalara göre incelenmesi. İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 19(4), 1441-1457. https://doi.org/10.17240/aibuefd.2019..-473905
  • Zeichner, K. M., & Gore, J. M. (1990). Teacher socialization. In W. R. Houston (Ed.), Handbook of research on teacher education (pp. 329-348). Macmillan Publishing Company.
  • Zembylas, M. (2014). Making sense of the complex entanglement between emotion and pedagogy: Contributions of the affective turn. Cultural Studies of Science Education, 11(3), 539-550. https://doi.org/10.1007/s11422-014-9623-y
  • Zhao, H., Li, D., & Zhong, Y. (2022). Teacher emotion and pedagogical decision-making in ESP teaching in a Chinese University. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.955474
There are 56 citations in total.

Details

Primary Language English
Subjects Leadership in Education, Teacher and Student Wellbeing
Journal Section Articles
Authors

Semiha Şahin 0000-0002-1135-0327

Ömer Demir 0000-0001-6677-6993

Yavuz Kamil Şevik 0000-0002-6264-9361

Publication Date September 14, 2024
Submission Date May 18, 2024
Acceptance Date August 30, 2024
Published in Issue Year 2024 Volume: 11 Issue: 1

Cite

APA Şahin, S., Demir, Ö., & Şevik, Y. K. (2024). Teacher Disappointments from Teacher’s Perspective. Osmangazi Journal of Educational Research, 11(1), 118-155. https://doi.org/10.59409/ojer.1486105