Being a teacher is often thought of as an emotionally fulfilling job, with many positive experiences in watching students grow and mature. However, as Tsang’s research shows, there are plenty of negative emotional experiences in this line of work as well. Given the recent attention towards mental health and well-being, this book addresses these negative experiences and provides recommendations for dealing with them.
Focusing on teachers in Hong Kong, Tsang investigates the social mechanisms that arouse such negative emotional experiences, otherwise known as caam2. He asserts that these feelings are socially constructed, and it is only by understanding the causes and feelings can we begin to improve teachers’ emotional well-being and teaching quality. Using a theoretical framework based on a critical review and synthesis of five existing perspectives, including labor process perspective, school administration perspective, emotional labor perspective, social interaction perspective, and teacher identity perspective, Tsang does precisely that, exploring the social process of these emotional experiences and the interplay between teacher agency and social structure. These findings go a long way in ameliorating teacher experiences all over the world.
List of tables
Chapter 1 Introduction: A Need of Sociological Inquiry into Teachers’ Emotional Experiences
Chapter 2 Sociological Perspectives of Teachers’ Emotional Experiences
Chapter 3 Values and Goals of Teaching
Chapter 4 Power and Status, Workload, and Emotional Experiences in Teaching
Chapter 5 School Administrative System and Emotional Experiences in Teaching
Chapter 6 Structural Education Reforms and Emotional Experiences in Teaching
Chapter 7 Positive Student-related Matters and Emotional Experiences in Teaching
Chapter 8 Conclusion: Teachers as Disempowered Moral Agents
The purpose of this series is to provide a comprehensive coverage of schooling issues in
Asia and a platform for exploring educational futures in the region. It also aims to:
• Locate schools in the broader social, political, economic and cultural contexts that
• Investigate the ways schools cater for all groups of students, and in particular
disadvantaged groups, in the quest for equality of opportunity.
• Investigate the distinctive qualities of schools in Asia and the relationship of these
qualities to schooling outcomes.
• Highlight comparative issues in schooling across East-West divides including cultures,
digital technologies, socioeconomic well being and development trajectories of different