Teacher disposition towards emotional expression in the classroom
Date
1991
Authors
Leseho, Johanna
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Abstract
The Learning for Living Curriculum, as proposed by the British Columbia Ministry of Education, requires teachers to include a program of emotional acceptance and expression within the classroom. Fifteen experienced, female teachers, 30-50 years of age, currently teaching grades 4-8 in Victoria and Saanich School Districts were interviewed to determine their level of acceptance of creating and implementing a program of emotions in the classroom and whether the degree of comfort with their own emotions was related to this level of acceptance.
Four approaches were used to collect the data: a semiĀ-structured interview, an inventory developed by the researcher, a rating scale derived from the program goals of the Learning for Living Curriculum and a self-rating scale. Questions for the semi-structured interview were based on four main themes. These included whether the participants were resistant to working with children in the domain of emotions, what reasons were cited for any resistance, whether any resistance identified was related to the teacher's personal level of comfort with emotions and what kinds of support these teachers would like from the Ministry or school districts in this area.
On conclusion of the 40 minute interview, the participants were asked to complete three written instruments. A Personal Skills Mapping Inventory required the teachers to report their imagined thoughts, feelings and behaviours as related to four specific situations. Its purpose was to measure their level of comfort with their own feelings. The Program Goals Rating Scale listed eight of the goals of the Learning for Living Curriculum, four of these being more emotionally based and four being more cognitively based. The rating of importance of the goals was intended to give an indication of the degree of importance which the teachers gave emotions compared to academics. Finally, the participants were asked to rate their level of comfort with feelings on a 10-point scale.
The results indicate that although all teachers agreed that children need to be free to express their feelings, few felt inclined to provide a program for their students in which this expression could happen. The teachers stated that they were not properly trained to work with children in this domain. In their opinion, in-service workshops, resource personnel and resource materials would be required for them to consider creating a program for their students. Analysis of answers to a Personal Skills Mapping Inventory showed a modest direct relationship between (a) level of comfort with one's own feelings and (b) acceptance of a program on emotional expression. The teachers demonstrated less comfort with situations which elicited anger, frustration or feelings of helplessness than situations which elicited pleasant feelings or compassion.
In order to successfully modify the curriculum to include a program on emotions in British Columbia's classrooms the Ministry of Education might wish to consider training sessions with teachers which would include how to deal with their own emotions as well as with those of their students. As well, an integrated approach to teaching emotions, rather than separate lessons, might be considered. Further research into the disposition of male and less experienced teachers may also be of benefit.