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Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students

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Advances in Teacher Emotion Research

Abstract

In this chapter we examine the emotional by-products of developing relationships with students. We begin the chapter by reviewing the power of student–teacher relationships in promoting adaptive student outcomes including enhanced motivation and achievement. We examine the pleasant and unpleasant emotional by-products of being involved with students and the role repeatedly experiencing unpleasant emotions may play in teacher burnout. We tackle the emotional life of “challenging relationships” specifically with regard to the judgments teachers may make about student behavior that can lead to emotional exhaustion and compassion fatigue. Our central question is: When things don’t “feel good,” what are adaptive strategies for reframing, rethinking, and reinvesting in relationships?

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Authors and Affiliations

  1. Department of Educational Policy and Leadership, Emory University, Columbus, OH, USA

    Mei-Lin Chang

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  1. Mei-Lin Chang
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  2. Heather A. Davis
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Correspondence to Mei-Lin Chang .

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Editors and Affiliations

  1. Dept. Counseling, Educational, University of Texas, San Antonio, West Durango Blvd. 501, San Antonio, 78207-4415, U.S.A.

    Paul A. Schutz

  2. Program of Educational Studies, Open University of Cyprus, Ayiou Antoniou Str. 5, Strovolos, 2002, Cyprus

    Michalinos Zembylas

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Chang, ML., Davis, H.A. (2009). Understanding the Role of Teacher Appraisals in Shaping the Dynamics of their Relationships with Students: Deconstructing Teachers’ Judgments of Disruptive Behavior/Students. In: Schutz, P., Zembylas, M. (eds) Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_6

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