Skip to main content
SpringerLink
Log in

Social Support Giving and Teacher Development

  • Chapter
  • First Online:
Social Support, Well-being, and Teacher Development

Abstract

The investigation of social support in learning and teaching in Chaps. 4 and 5 informs a form of practice that illustrates the characteristics of social support. This chapter continues to explore the benefits of social support giving for support givers in the role of teachers. It seeks to accomplish the following objectives:

  • How is social support giving related to teachers’ satisfaction?

  • Is providing social support to students related positively to teacher development?

  • What are the attributes that determine teachers’ positive development in the teaching profession?

  • Do mental health issues have anything to do with teachers’ lack of satisfaction in teaching? If so, why?

The chapter begins with a discussion that ‘love for students’ has emerged as a common reason in the literature to explain teachers’ motivation to join the teaching profession. This is also the reason that keeps teachers in the profession despite the challenges they face in the education environment, across cultures over time. The chapter discusses evidence of the claim that teachers’ social support behaviour can drive teachers to advance their teaching strategies and also support them in their attempts to negotiate with the social environment to achieve their personal goals of teaching, which eventually help teachers to experience a satisfying and fulfilling career. The link regarding teachers’ career satisfaction to teachers’ self-efficacy has been demonstrated, whereby self-efficacy could be enhanced by social support giving. The chapter continues to explore the attributes that determine teachers’ positive engagement with the teaching profession. This part of the discussion elucidates the nature of teaching, teacher satisfaction, teacher’s personality traits, and the emotional work of teaching, which explain how teachers can proceed with a more satisfying career and advance in the profession. The chapter also discusses the detrimental effects of the performative culture that dominates current educational environments and has changed learning and teaching to a consumerism relationship instead of a human caring relationship, thus harming both teacher development and the teaching profession. A number of recommendations for teacher education and teacher development are suggested. The chapter concludes with a framework for viewing the link between teacher altruistic motivation (satisfaction), teacher development and teacher practice. It suggests that social support is an underlying trait of good teaching and a perspective for interpreting teaching, and emphasises that the well-being of students and teachers should be valued in the scholarship of the education discipline.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Abenavoli, R. M., Jennings, P. A., Greenberg, M. T., Harris, A. R., & Katz, D. A. (2013). The protective effects of mindfulness against burnout among educators. Psychology of Education Review, 37(2), 57–69.

    Google Scholar 

  • Adams, R. (2018). Why teachers in England are suffering from so much stress. The Guardian. Retrieved from https://www.theguardian.com/education/2018/jan/11/teachers-england-suffering-from-so-much-stress-explainer.

  • American Federation of Teachers. (2017). Retrieved from https://www.aft.org/news/survey-shows-educators-are-feeling-stressed-out.

  • Ashforth, B. E., & Humphrey, R. H. (1993). Emotional labor in service roles: The influence of identity. Academy of Management Review, 18(1), 88–115.

    Google Scholar 

  • Astleitner, H. (2000). Designing emotionally sound instruction: The FEASP-approach. Instructional Science, 28(3), 169–198.

    Google Scholar 

  • Ball, S. J. (2003). The teacher’s soul and the terrors of performativity. Journal of Education Policy, 18(2), 215–228.

    Google Scholar 

  • Ballet, K., Kelchtermans, G., & Loughran, J. (2006). Beyond intensification towards a scholarship of practice: Analysing changes in teachers’ work lives. Teachers and Teaching, 12(2), 209–229.

    Google Scholar 

  • Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85(4), 426–453.

    Google Scholar 

  • Barty, K., Thomson, P., Blackmore, J., & Sachs, J. (2005). Unpacking the issues: Researching the shortage of school principals in two states in Australia. The Australian Educational Researcher, 32(3), 1–18.

    Google Scholar 

  • Batson, C. D., Ahmad, N., Lishner, D. A., & Tsang, J. (2016). Empathy and altruism. Oxford handbook of hypo-egoic phenomena: Theory and Research on the Quiet Ego, 161–174.

    Google Scholar 

  • Benight, C. C., & Bandura, A. (2004). Social cognitive theory of posttraumatic recovery: The role of perceived self-efficacy. Behaviour Research and Therapy, 42(10), 1129–1148.

    Google Scholar 

  • Berliner, D. C. (2001). Learning about and learning from expert teachers. International Journal of Educational Research, 35(5), 463–482.

    Google Scholar 

  • Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26(4), 519–539.

    Google Scholar 

  • Blackmore, J. (2004). Leading as emotional management work in high risk times: The counterintuitive impulses of performativity and passion. School Leadership & Management, 24(4), 439–459.

    Google Scholar 

  • Borko, H., & Livingston, C. (1989). Cognition and improvisation: Differences in mathematics instruction by expert and novice teachers. American Educational Research Journal, 26(4), 473–498.

    Google Scholar 

  • Brotheridge, C. M., & Grandey, A. A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work”. Journal of Vocational Behavior, 60(1), 17–39.

    Google Scholar 

  • Buttner, S., Pijl, S. J., Bijstra, J., & van den Bosch, E. (2015). Personality traits of expert teachers of students with behavioural problems: A review and classification of the literature. The Australian Educational Researcher, 42(4), 461–481.

    Google Scholar 

  • Carson, R. L., Baumgartner, J. J., Matthews, R. A., & Tsouloupas, C. N. (2010). Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: Examining the impact of physical activity behaviors. Journal of Health Psychology, 15(6), 905–914.

    Google Scholar 

  • Carson, R. L., & Templin, T. J. (2007, April). Emotional regulation and teacher burnout: Who says that the management of emotional expression doesn’t matter. In American Education Research Association Annual Convention, Chicago.

    Google Scholar 

  • Chan, D. W. (2013). Subjective well-being of Hong Kong Chinese teachers: The contribution of gratitude, forgiveness, and the orientations to happiness. Teaching and Teacher Education, 33, 22–30.

    Google Scholar 

  • Chan, K. B., Lai, G., Ko, Y. C., & Boey, K. W. (2000). Work stress among six professional groups: The Singapore experience. Social Science and Medicine, 50(10), 1415–1432.

    Google Scholar 

  • Chang, M. L. (2009). Teacher emotional management in the classroom: Appraisals, regulation, and coping with emotions. In Annual Meeting of the American Educational Research Association, San Diego, CA.

    Google Scholar 

  • Changying, W. (2007). Analysis of teacher attrition. Chinese Education & Society, 40(5), 6–10.

    Google Scholar 

  • Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77.

    Google Scholar 

  • Chiu, R. K., & Kosinski, F. A. (1997). Relationships between dispositional traits and self-reported job satisfaction and distress: An investigation of nurses and teachers in Hong Kong. Journal of Managerial Psychology, 12(2), 71–84.

    Google Scholar 

  • Choi, P. K. (2003). Introduction: Education policy in Hong Kong. Journal of Education Policy, 18, 637–639.

    Google Scholar 

  • Choi, P. L., & Tang, S. Y. F. (2009). Teacher commitment trends: Cases of Hong Kong teachers from 1997 to 2007. Teaching & Teacher Education, 25, 767–777.

    Google Scholar 

  • Cordes, C. L., & Dougherty, T. W. (1993). A review and an integration of research on job burnout. Academy of Management Review, 18(4), 621–656.

    Google Scholar 

  • Cornelius-White, J. (2007). Learner-centered teacher-student relationships are effective: A meta-analysis. Review of Educational Research, 77(1), 113–143.

    Google Scholar 

  • Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12–17.

    Google Scholar 

  • Day, C. (2004). The passion of successful leadership. School Leadership & Management, 24(4), 425–437.

    Google Scholar 

  • Day, C., & Gu, Q. (2007). Variations in the conditions for teachers’ professional learning and development: Sustaining commitment and effectiveness over a career. Oxford Review of Education, 33(4), 423–443.

    Google Scholar 

  • Day, C., & Gu, Q. (2009). Veteran teachers: Commitment, resilience and quality retention. Teachers and Teaching: Theory and Practice, 15(4), 441–457.

    Google Scholar 

  • Deci, E. L., Eghrari, H., Patrick, B. C., & Leone, D. R. (1994). Facilitating internalization: The self-determination theory perspective. Journal of Personality, 62(1), 119–142.

    Google Scholar 

  • Denson, T. (2009). Socrates, (469–399 BC). Retrieved from http://www.automotive-technology.co.uk/?p=165.

  • Denzin, N. K. (1994). On understanding emotion. Transaction Publishers.

    Google Scholar 

  • Department for Education and Skills. (2005). Statistics of education: School workforce in England (2004th ed.). London: DfES.

    Google Scholar 

  • Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. DC: Heath and Company.

    Google Scholar 

  • Dorn, S. (1998). The political legacy of school accountability systems. Education Policy Analysis Archives, 6(1), 2–32.

    Google Scholar 

  • Dudley, P. (2013). Teacher learning in Lesson Study: What interaction-level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning. Teaching and Teacher Education, 34, 107–121.

    Google Scholar 

  • Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Weissberg, R. P., Schellinger, K. B., Dubois, D., … & O’brien, M. U. (2007). Collaborative for Academic, Social, and Emotional Learning (CASEL).

    Google Scholar 

  • Eccles, J. S., & Roeser, R. (1999). School and community influences on human development. In M. Bornstein & M. Lamb (Eds.), Developmental psychology: An advanced textbook (4th ed., pp. 503–554). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Edwards, A., & Mackenzie, L. (2005). Steps towards participation: The social support of learning trajectories. International Journal of Lifelong Education, 24(4), 287–302.

    Google Scholar 

  • Elbaz, F. (1981). The teacher’s “practical knowledge”: Report of a case study. Curriculum inquiry, 11(1), 43–71.

    Google Scholar 

  • England, P., Farkas, G., Kilbourne, B. S., & Dou, T. (1988). Explaining occupational sex segregation and wages: Findings from a model with fixed effects. American Sociological Review, 544–558.

    Google Scholar 

  • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology, 70(1), 113–136.

    Google Scholar 

  • Fernandez, C., Cannon, J., & Chokshi, S. (2003). A US–Japan lesson study collaboration reveals critical lenses for examining practice. Teaching and Teacher Education, 19(2), 171–185.

    Google Scholar 

  • Fernet, C., Senécal, C., Guay, F., Marsh, H., & Dowson, M. (2008). The work tasks motivation scale for teachers (WTMST). Journal of Career Assessment, 16(2), 256–279.

    Google Scholar 

  • Forrester, G. (2005). All in a day’s work: Primary teachers ‘performing’ and ‘caring’. Gender and Education, 17(3), 271–287.

    Google Scholar 

  • Fredrickson, B. L. (1998). What good are positive emotions? Review of General Psychology, 2, 300–319.

    Google Scholar 

  • Gallant, A. (2013). Self-conscious emotion: How two teachers explore the emotional work of teaching. In N. Melissa et al. (Eds.), Emotion and school: Understanding how the hidden curriculum influences relationships, leadership, teaching, and learning (pp. 163–181). Emerald Group Publishing Limited.

    Google Scholar 

  • Gecas, V., & Schwalbe, M. L. (1983). Beyond the looking glass self: Social structure and efficacy-based self-esteem. Social Psychology Quarterly, 46, 77–88.

    Google Scholar 

  • Goldstein, E. (2015). Uncovering happiness: Overcoming depression with mindfulness and self-compassion. New York: Simon & Schuster.

    Google Scholar 

  • Goldstein, L. S., & Lake, V. E. (2000). “Love, love, and more love for children”: Exploring preservice teachers’ understandings of caring. Teaching and Teacher Education, 16(8), 861–872.

    Google Scholar 

  • Guerra, N., Modecki, K., & Cunningham, W., (2014). Developing social-emotional skills for the labor market: The practice model. World Bank Policy Research Working Paper No. 7123. Retrieved from: https://ssrn.com/abstract=2530772 Gwegwe, Ngcwele (2016). A checklist for every parent. Retrieved from Smashwords http://gabrielatardea-development.blogspot.hk/2010/01/educational-quotes-by-famous.html.

  • Hatton, N., & Smith, D. (1995). Reflection in teacher education: Towards definition and implementation. Teaching and Teacher Education, 11(1), 33–49.

    Google Scholar 

  • Hamre, B. K., & Pianta, R. C. (2006). Student-teacher relationships. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 59–71). Washington, DC, US: National Association of School Psychologists.

    Google Scholar 

  • Hargreaves, A. (1994). Changing teachers, changing times: Teachers’ work and culture in the postmodern age. New York: Teachers College Press.

    Google Scholar 

  • Hargreaves, A. (1999). The psychic rewards (and annoyances) of teaching. In M. Hammersley (Ed.), Researching school experience: Ethnographic studies of teaching and learning (pp. 85–104). London & New York: Falmer Press.

    Google Scholar 

  • Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.

    Google Scholar 

  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.

    Google Scholar 

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

    Google Scholar 

  • Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.

    Google Scholar 

  • Hebson, G., Earnshaw, J., & Marchington, L. (2007). Too emotional to be capable? The changing nature of emotion work in definitions of ‘capable teaching’. Journal of Education Policy, 22(6), 675–694.

    Google Scholar 

  • Hen, M., & Goroshit, M. (2016). Social–emotional competencies among teachers: An examination of interrelationships. Cogent Education, 3(1), 1151996.

    Google Scholar 

  • Herzberg, F. (2005). Motivation-hygiene theory. In J. B. Miner (Eds.), Organizational behavior one: Essential theories of motivation and leadership (pp. 61–74). New York: ME Sharpe Inc.

    Google Scholar 

  • Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling. Berkeley, CA: University of California Press.

    Google Scholar 

  • Hong Kong Federation of Education Workers. (2011). Teachers’ administrative work and happiness. Retrieved February 4, 2013 from http://www.hkfew.org.hk/upload/article/20120105/20111115A.pdf (in Chinese).

  • Hong Kong Federation of Education Workers. (2015, May). 「教師身心健康」問卷調查 [Teacher well-being questionnaire]. Retrieved from https://hkfew.org.hk/UPFILE/ArticleFile/201552117534113.pdf.

  • Hong Kong Federation of Education Workers. (2016, June). 「教師身心健康」問卷調查 [Teacher well-being questionnaire]. Retrieved from https://hkfew.org.hk/ckfinder/userfiles/files/%E3%80%8C%E6%95%99%E5%B8%AB%E8%BA%AB%E5%BF%83%E5%81%A5%E5%BA%B7%E3%80%8D%E5%95%8F%E5%8D%B7%E8%AA%BF%E6%9F%A5.pdf.

  • Isenbarger, L., & Zembylas, M. (2006). The emotional labour of caring in teaching. Teaching and Teacher Education, 22(1), 120–134.

    Google Scholar 

  • Isoré, M. (2009). Teacher evaluation: Current practices in OECD countries and a literature review. OECD Education Working Papers, No. 23. OECD Publishing (NJ1).

    Google Scholar 

  • Iwanicki, E. F. (1998). Evaluation in supervision. In G. R. Firth & E. F. Pajak (Eds.), Handbook of research on school supervision (pp. 138–175). New York: Simon & Schuster.

    Google Scholar 

  • 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.

    Google Scholar 

  • Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by cultivating awareness and resilience in education (CARE): Results of two pilot studies. The Journal of Classroom Interaction, 46(1), 37–48.

    Google Scholar 

  • Johnson, S., Cooper, C., Cartwright, S., Donald, I., Taylor, P., & Millet, C. (2005). The experience of work-related stress across occupations. Journal of Managerial Psychology, 20(2), 178–187.

    Google Scholar 

  • Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. New York: Hyperion.

    Google Scholar 

  • Kahana, E., Bhatta, T., Lovegreen, L. D., Kahana, B., & Midlarsky, E. (2013). Altruism, helping, and volunteering: Pathways to well-being in late life. Journal of aging and health, 25(1), 159–187.

    Google Scholar 

  • Kahn, J. H., Schneider, K. T., Jenkins-Henkelman, T. M., & Moyle, L. L. (2006). Emotional social support and job burnout among high-school teachers: Is it all due to dispositional affectivity? Journal of Organizational Behavior, 27(6), 793–807.

    Google Scholar 

  • Kember, D. (2001). Reflective teaching and learning in the health professions. Oxford: Blackwell Science.

    Google Scholar 

  • Lai, K. C., Chan, K. W., Ko, K. W., & So, K. S. (2005). Teaching as a career: A perspective from Hong Kong senior secondary students. Journal of Education for Teaching, 31(3), 153–168.

    Google Scholar 

  • Lai, K. C., & Law, K. Y. (2010). Primary and secondary school teacher workload study report. Hong Kong: Hong Kong Institute of Education. Retrieved from http://www.ied.edu.hk/upload_main/main/file/100909_report.pdf.

  • Lam, B. H. (2011a). Teacher as researcher and teacher development. In S. N. Phillipson & B. H. Lam (Eds.), Learning and teaching in the Chinese classroom (pp. 231–264). Hong Kong: HKU Press.

    Google Scholar 

  • Lam, B. H. (2011b). A reflective account of a pre-service teacher’s effort to implement progressive curriculum in field practice. Schools: Studies in Education, 8(1), 22–39.

    Google Scholar 

  • Lam, B. H. (2012). Why do they want to become teachers? A study on prospective teachers’ motivation to teach in Hong Kong. The Asian Pacific Education Researcher, 21(2), 307–314.

    Google Scholar 

  • Lam, B. H. (2015). There is no fear in love—The giving of social support to students enhances teachers’ career development. In R. Osbourne (Ed.), Job satisfaction: Determinants, workplace implications and impacts on psychological well-being (pp. 73–96). Hauppauge, NY: Nova Science Publishers.

    Google Scholar 

  • Lam, B. H., & Yan, H. F. (2011). Beginning teachers’ job satisfaction: The impact of school-based factors. Teacher Development, 15(3), 333–348.

    Google Scholar 

  • Lau, P. S. Y., Chan, R. M. C., Yuen, M., Myers, J. E., & Lee, Q. A. Y. (2008). Wellness of teachers: A neglected issue in teacher development. In J. C. K. Lee & L. P. Shiu (Eds.), Developing teachers and developing schools in changing contexts (pp. 101–116). Hong Kong: The Chinese University Press.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

    Google Scholar 

  • Lave, J., & Wenger, E. (2005). Practice, person, social world. In H. Daniel (Ed.), An introduction to Vygotsky (pp. 149–156). London & New York: Routledge.

    Google Scholar 

  • Lee, T. H. (2000). Education in traditional China: A history (Vol. 13). Boston: Brill.

    Google Scholar 

  • Leonard, D., & Sensiper, S. (1998). The role of tacit knowledge in group innovation. California Management Review, 40(3), 112–132.

    Google Scholar 

  • Levin, B. (2010). Governments and education reform: Some lessons from the last 50 years. Journal of Education Policy, 25(6), 739–747.

    Google Scholar 

  • Lewis, C., Perry, R., & Murata, A. (2006). How should research contribute to instructional improvement? The case of lesson study. Educational Researcher, 35(3), 3–14.

    Google Scholar 

  • Lieberman, J. (2009). Reinventing teacher professional norms and identities: The role of lesson study and learning communities. Professional Development in Education, 35(1), 83–99.

    Google Scholar 

  • Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ, US: Prentice-Hall Inc.

    Google Scholar 

  • Lortie, D. (1975). Schoolteacher: A sociological analysis. Chicago: University of Chicago.

    Google Scholar 

  • Mahoney, P., Menter, I., & Hextall, I. (2003). Edu-business: Are teachers working in a new world. In Annual Meeting of the American Educational Research Association, Chicago (April).

    Google Scholar 

  • Martin, A. J., Collie, R. J., & Frydenberg, E. (2017). Social and emotional learning: Lessons learned and opportunities going forward. In E. Fridenberg, A., Martin, & R. Collie (Eds.), Social and emotional learning in Australia and the Asia-Pacific (pp. 459–471). Singapore: Springer.

    Google Scholar 

  • McCaughtry, N. (2004). The emotional dimensions of a teacher’s pedagogical content knowledge: Influences on content, curriculum, and pedagogy. Journal of Teaching in Physical Education, 23(1), 30–47.

    Google Scholar 

  • Midlarsky, E. (1991). Helping as coping. In M. S. Clark (Ed.), Review of personality and social psychology (Vol. 12, pp. 238–264). Prosocial behavior. Thousand Oaks, CA, US: Sage Publications, Inc.

    Google Scholar 

  • Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017.

    Google Scholar 

  • Mo, K. W. (1991). Teacher burnout: Relations with stress, personality, and social support. Education Journal, 19(1), 3–11.

    Google Scholar 

  • Montgomery, C., & Rupp, A. A. (2005). A meta-analysis for exploring the diverse causes and effects of stress in teachers. Canadian Journal of Education/Revue Canadienne de l’Education, 28(3), 458–486.

    Google Scholar 

  • Morris, J. A., & Feldman, D. C. (1996). The dimensions, antecedents, and consequences of emotional labor. Academy of Management Review, 21(4), 986–1010.

    Google Scholar 

  • Murata, A. (2011). Introduction: Conceptual overview of lesson study. In Lesson study research and practice in mathematics education (pp. 1–12). Springer Netherlands.

    Google Scholar 

  • Muraven, M., & Baumeister, R. F. (2000). Self-regulation and depletion of limited resources: Does self-control resemble a muscle? Psychological Bulletin, 126(2), 247.

    Google Scholar 

  • National Center for Education Statistics. (2005). Schools and staffing survey (SASS) and teacher follow-up survey (TFS). Data File. Washington, DC: U.S. Department of Education. Retrieved from http://nces.ed.gov/surveys/SASS.

  • National Council for the Accreditation of Teacher Education. (2006). Professional standards for the accreditation of schools, colleges, and departments of education. Retrieved from http://www.ncate.org/documents/standards/unit_stnds_2006.pdf.

  • National Education Association. (2015). Preparing 21st century students for a global society. Retrieved from http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf.

  • Neff, K. D., Rude, S. S., & Kirkpatrick, K. L. (2007). An examination of self-compassion in relation to positive psychological functioning and personality traits. Journal of Research in Personality, 41(4), 908–916.

    Google Scholar 

  • Ng, K. C. (2011, August 29). Stressed teachers suffer in silence. South China Morning Post.

    Google Scholar 

  • Ngcwele, N. (2016). A checklist for every parent. Retrieved from Smashwords: http://gabrielatardea-development.blogspot.hk/2010/01/educational-quotes-by-famous.html.

  • Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.

    Google Scholar 

  • Nias, J., Southworth, G., & Yeomans, R. (1989). Staff relationships in the primary school: A study of organizational cultures. Mansell.

    Google Scholar 

  • Nicholl, B., & McLellan, R. (2008). ‘We’re all in this game whether we like it or not to get a number of As to Cs’. Design and technology teachers’ struggles to implement creativity and performativity policies. British Educational Research Journal, 34(5), 585–600.

    Google Scholar 

  • Noddings, N. (2013). Caring: A relational approach to ethics and moral education (2nd ed.). California: University of California Press.

    Google Scholar 

  • Noddings, N. (2015). The challenge to care in schools (2nd ed.). Teachers College Press.

    Google Scholar 

  • O’Connor, K. E. (2008). “You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126.

    Google Scholar 

  • OECD. (2009). Making reform happen in education. (Paper prepared for the Education Committee, EDU/EDPC(2009)20). Paris: OECD.

    Google Scholar 

  • Office for National Statistics (2017). UK Perspectives 2016: In continuation of Regional and Country Profiles. London: Dandy Booksellers.

    Google Scholar 

  • Oldham, J. (2010). Positive and negative emotions. Journal of Psychiatric Practice, 16(2), 71.

    Google Scholar 

  • Omoto, A. M., Malsch, A. M., & Barraza, J. A. (2009). Compassionate acts: Motivations for and correlates of volunteerism among old adults. In B. Fehr, S. Sprecher, & L. G. Underwood (Eds.), The science of compassionate love: Theory, research, and applications (pp. 257–282). Malden, MA: Wiley-Blackwell.

    Google Scholar 

  • Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2013). Do-it-yourself: An online positive psychology intervention to promote positive emotions, self-efficacy, and engagement at work. Career Development International, 18(2), 173–195.

    Google Scholar 

  • Ovando, M. N. (2001). Teachers’ perceptions of a learner-centered teacher evaluation system. Journal of Personnel Evaluation in Education, 15(3), 213–231.

    Google Scholar 

  • Patrick, H., & Pintrich, P. R. (2001). Conceptual change in teachers’ intuitive conceptions of learning, motivation, and instruction: The role of motivational and epistemological beliefs. In T. Bruce & R. J. Sternberg (Eds.), Understanding and teaching the intuitive mind: Student and teacher learning (pp. 117–143). London: Lawrence Erlbaum Associates.

    Google Scholar 

  • Pearson, L. C., & Moomaw, W. (2006). Continuing validation of the teaching autonomy scale. The Journal of Educational Research, 100(1), 44–51.

    Google Scholar 

  • Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one’s cool. Journal of Personality and Social Psychology, 79(3), 410–424.

    Google Scholar 

  • Robertson, D. R. (2001). Beyond learner-centeredness: Close encounters of the systemocentric kind. Journal of Faculty Development, 18(1), 7–13.

    Google Scholar 

  • Robinson, V. M., Lloyd, C. A., & Rowe, K. J. (2008). The impact of leadership on student outcomes: An analysis of the differential effects of leadership types. Educational Administration Quarterly, 44(5), 635–674.

    Google Scholar 

  • Roeser, R. W., & Eccles, J. S. (2015). Mindfulness and compassion in human development: Introduction to the special section. Developmental Psychology, 51(1), 1.

    Google Scholar 

  • Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … & Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804.

    Google Scholar 

  • Rogers, C. R. (1983). Freedom to learn for the 80’s. Columbus: Charles E. Merrill Publishing Company.

    Google Scholar 

  • Rosenholtz, S. J., & Simpson, C. (1990). Workplace conditions and the rise and fall of teachers’ commitment. Sociology of Education, 64(4), 241–257.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2011). A self-determination theory perspective on social, institutional, cultural, and economic supports for autonomy and their importance for well-being. In Human autonomy in cross-cultural context (pp. 45–64). Springer: Dordrecht.

    Google Scholar 

  • Sachs, J. (2003). The activist teaching profession. Buckingham: Open University Press.

    Google Scholar 

  • Salzberg, S. (1995). Loving-kindness: The revolutionary art of happiness. Boston: Shambhala.

    Google Scholar 

  • Schaufeli, W. B., Leiter, M. P., & Maslach, C. (2009). Burnout: 35 years of research and practice. Career Development International, 14(3), 204–220.

    Google Scholar 

  • Schaufeli, W., & Salanova, M. (2007). Work engagement: What do we know? Managing social and ethical issues in organizations, 135, 177. Retrieved from http://www.psihologietm.ro/OHPworkshop/schaufeli_work_engagement_1.pdf.

  • Schon, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.

    Google Scholar 

  • Schwartz, C. E., & Sendor, R. M. (1999). Helping others helps oneself: Response shift effects in peer support. Social Science and Medicine, 48(11), 1563–1575.

    Google Scholar 

  • Scott, C., Stone, B., & Dinham, S. (2001). I love teaching but…. international patterns of teacher discontent. Education Policy Analysis Archives, 9(28), 1–7.

    Google Scholar 

  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.

    Google Scholar 

  • Shulman, L. S. (2000). Teacher development: Roles of domain expertise and pedagogical knowledge. Journal of Applied Developmental Psychology, 21(1), 129–135.

    Google Scholar 

  • Sinclair, C. (2008). Initial and changing student teacher motivation and commitment to teaching. Asia-Pacific Journal of Teacher Education, 36(2), 79–104.

    Google Scholar 

  • Slater, R., Veach, P. M., & Li, Z. (2013). Recognizing and managing countertransference in the college classroom: An exploration of expert teachers’ inner experiences. Innovative Higher Education, 38(1), 3–17.

    Google Scholar 

  • Spring, J. (2017). American education. Routledge.

    Google Scholar 

  • Steinhardt, M. A., Smith Jaggars, S. E., Faulk, K. E., & Gloria, C. T. (2011). Chronic work stress and depressive symptoms: Assessing the mediating role of teacher burnout. Stress and Health, 27(5), 420–429.

    Google Scholar 

  • Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.

    Google Scholar 

  • Tang, T. O., & Yeung, A. S. (1999). Hong Kong teachers’ sources of stress, burnout, and job satisfaction. Paper presented at the International Conference on Teacher Education, Hong Kong.

    Google Scholar 

  • Teven, J. J. (2007). Teacher temperament: Correlates with teacher caring, burnout, and organizational outcomes. Communication Education, 56(3), 382–400.

    Google Scholar 

  • Thomson, P. (2001). How principals lose ‘face’: A disciplinary tale of educational administration and managerialism. Discourse, 22(1), 1–28.

    Google Scholar 

  • Titus, L., & Ora, K. (2005). Teacher education. In M. Bray & R. Koo (Eds.), Education and society in Hong Kong and Macao (pp. 73–85). Netherlands: Springer.

    Google Scholar 

  • Troman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619–633.

    Google Scholar 

  • Tsang, K. K. (2011). Emotional labor of teaching. Educational Research, 2(8), 1312–1316.

    Google Scholar 

  • Tsang, N. M. (1998). Re-examining reflection—A common issue of professional concern in social work, teacher and nursing education. Journal of Interprofessional Care, 12(1), 21–31.

    Google Scholar 

  • Tschannen-Moran, M., Woolfolk, Hoy A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248.

    Google Scholar 

  • Vavrus, M. (2008). Culturally responsive teaching. 21st Century Education: A Reference Handbook, 2, 49–57. Retrieved from https://static1.squarespace.com/static/55a68b71e4b075daf6b2aa0b/t/55a7322ae4b0a573ba71de46/1437020714535/CulturallyResponsiveTeaching.pdf.

  • Veldman, I., van Tartwijk, J., Brekelmans, M., & Wubbels, T. (2013). Job satisfaction and teacher–student relationships across the teaching career: Four case studies. Teaching and Teacher Education, 32, 55–65.

    Google Scholar 

  • Wang, K. L., & Groth, M. (2014). Buffering the negative effects of employee surface acting: The moderating role of employee–customer relationship strength and personalized services. Journal of Applied Psychology, 99(2), 341.

    Google Scholar 

  • Wentzel, K. R., & Miele, D. B. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. In K. R. Wentzel & D. B. Miele (Eds.), Handbook of motivation at school (pp. 185–210). Routledge.

    Google Scholar 

  • Wilkinson, G. (2007). Civic professionalism: Teacher education and professional ideals and values in a commercialised education world. Journal of Education for Teaching, 33(3), 379–395.

    Google Scholar 

  • Woods, P., Bagley, C., & Glatter, R. (2005). School choice and competition: Markets in the public interest? Routledge.

    Google Scholar 

  • Yeh, Y., & Hayes, J. A. (2011). How does disclosing countertransference affect perceptions of the therapist and the session? Psychotherapy, 48(4), 322–329.

    Google Scholar 

  • Yeung, A. S., & Liu, W. P. (2007). Workload and psychological wellbeing of Hong Kong teachers. Paper presented at the Australian Association for Research in Education, Fremantle.

    Google Scholar 

  • Yilmaz, K., Altinkurt, Y., Guner, M., & Sen, B. (2015). The relationship between teachers’ emotional labor and burnout level. Eurasian Journal of Educational Research, 59, 75–90.

    Google Scholar 

  • Yin, H. B., & Lee, J. C. K. (2012). Be passionate, but be rational as well: Emotional rules for Chinese teachers’ work. Teaching and Teacher Education, 28(1), 56–65.

    Google Scholar 

  • Zembylas, M. (2003). Emotions and teacher identity: A post-structural perspective. Teachers and Teaching, 9(3), 213–238.

    Google Scholar 

  • Zembylas, M. (2005). Beyond teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465–487.

    Google Scholar 

  • Zembylas, M. (2007). Emotional ecology: The intersection of emotional knowledge and pedagogical content knowledge in teaching. Teaching and Teacher Education, 23(4), 355–367.

    Google Scholar 

  • Zembylas, M., & Schutz, P. A. (2009). Research on teachers’ emotions in education: Findings, practical implications and future agenda. In P. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research (pp. 367–377). Springer: Boston, MA.

    Google Scholar 

  • Zeng, P. (2005). Teacher evaluation in Chinese elementary schools: An historical account. Scholars Archive: Brigham Young University.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. The Education University of Hong Kong, Hong Kong, Hong Kong

    Bick-har LAM

Authors
  1. Bick-har LAM
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bick-har LAM .

Rights and permissions

Reprints and permissions

Copyright information

© 2019 Springer Nature Singapore Pte Ltd.

About this chapter

Check for updates. Verify currency and authenticity via CrossMark

Cite this chapter

LAM, Bh. (2019). Social Support Giving and Teacher Development. In: Social Support, Well-being, and Teacher Development. Springer, Singapore. https://doi.org/10.1007/978-981-13-3577-8_6

Download citation

  • DOI: https://doi.org/10.1007/978-981-13-3577-8_6

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-13-3575-4

  • Online ISBN: 978-981-13-3577-8

  • eBook Packages: EducationEducation (R0)

Publish with us

Policies and ethics

Search

Navigation