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Teacher Emotions in the Context of Educational Reforms

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Second International Handbook of Educational Change

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 23))

Abstract

The ever-expanding field of teacher change informs us that reform in schools is about conflict, unpredictability, resistance, and some loss in self-image. Teachers are considered by most policymakers, curriculum developers, and school change experts to be instrumental in the process of educational change (Datnow, 2000; Fullan, 1998; Hargreaves & Fullan, 1998; Hargreaves, Earl, & Ryan, 1996; McLaughlin, 1998). Yet teachers respond to school reforms in a variety of ways: Some teachers are happy to support and sustain reform efforts, whereas others feel fear, frustration, or loss and resist such efforts (Datnow, 1998; Datnow & Castellano, 2000; Hargreaves, 1994, 1997, 1998a, 1998b, 2004, 2005; Lasky, 2005; Van Veen & Sleegers, 2006; Van Veen, Sleegers, & van de Ven, 2005; Zembylas & Barker, 2007). However, reform efforts rarely address the emotions of change for teachers and the implications of educational reforms on teachers’ emotional well-being (Hargreaves, 2004; Van Veen & Lasky, 2005).

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  1. Open University of Cyprus, Nicosia, Cyprus

    Michalinos Zembylas

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  1. Michalinos Zembylas
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Correspondence to Michalinos Zembylas .

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Editors and Affiliations

  1. Lynch School of Education, Boston College, Campion Hall, Chestnut Hill, 02467-3813, USA

    Andy Hargreaves

  2. Advancement of Teaching, Carnegie Foundation for the, Vista Lane 51, Stanford, 94305, USA

    Ann Lieberman

  3. Ontario Institute for Studies in, Education (OISE), University of Toronto, Bloor Street W. 252, Toronto, M5S 1V6, Canada

    Michael Fullan

  4. Inst. Education, HSBC Chair iNet in, University of London, London, WC1H 0AL, United Kingdom

    David Hopkins

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Zembylas, M. (2010). Teacher Emotions in the Context of Educational Reforms. In: Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (eds) Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2660-6_13

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