In recent years, it seems that teachers in Hong Kong feel negatively about their work. To some extent, the negative emotional experiences may not only affect teachers’ well-being, but also the quality of schooling. Thus, it is necessary for us to pay attention to the phenomenon of teachers’ emotional experiences, especially the negative ones. In the literature, researchers have investigated teachers’ emotional experiences from the psychological perspective. Nevertheless, the psychological perspective may neglect the social impacts on teaches’ emotional experiences. The limitation may create an incomplete or inaccurate understanding about the phenomenon. In order to overcome the limitation, this article proposes a sociological research agenda for further investigation on the basis of symbolical interactionism. Copyright © 2014 Sjournals. All rights reserved.
|Journal||Scientific Journal of Pure and Applied Sciences|
|Publication status||Published - Jan 2014|
CitationTsang, K. K. (2014). Research agenda of Hong Kong teachers’ emotional experiences at work. Scientific Journal of Pure and Applied Sciences, 3(1), 26-34.
- Teacher emotions
- Education reform
- School administration
- Teaching purpose
- Symbolic interactionism