La programación en un canal de televisión convencional

Recently, there has been a strong need to explore teachers’ emotions in psychology. Nias(1996) mentions three important reasons for including emotions in teaching. First, “teachers do experience intense emotions in their teaching” (Nias, 1996, p. 293). Secondly, there is a strong relationship between teachers’ emotions and cognitions. Thirdly, teachers’ cognition and emotions are shaped by “social and cultural forces” (Nias, 1996, p. 294).

Basic emotions are “pre-packaged multicomponential response patterns or as subjective feelings” (FrijdaParrott, 2011, p. 407). The emotional process includes

“appraisal, subjective experience, physiological change, emotional expression, and action tendencies” (Sutton & Wheatley, 2003, p. 329). Teachers’ emotions and cognition are connected and cannot be separated from each other. There are many theories of emotion, as mentioned by Van Veen & Sleegers ( 2006) in their explicit theory of emotions and cognitive social-psychological theory of emotions. Schutz & Pekrun (2007) add that control-value theory may explore how emotions affect learning and performance.

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The positive emotions which are related to teachers are “love and caring”. These have been noted by many researchers. Sutton & Wheatley (2003) mention researchers in Canada (e.g. Hargreaves, 1998b) and England (e.g. Woods and Jeffrey, 1996). Usually, “women and elementary teachers” care more about their students (Sutton & Wheatley, 2003).

Furthermore, Cowie ( 2011) explores the importance of having positive emotions towards students. This should be by educating the teachers about students’ needs, interests and abilities. Teachers should try to develop a friendly relationship with the students by talking to them in and out of the classroom. A language teacher should go beyond teaching by discussing with the students different kinds of life issues.

In comparison, there are negative emotions such as frustration and anger. Sutton & Wheatley ( 2003) suggest that this could be because of “students’ misbehaviour and violation of rules”. Although teachers’ negative emotions can influence the students, there are some ways for teachers to control their negative emotions inside the classroom. For example, it is better to describe the students as “trying hard but slow” than as “lazy” (Sutton & Wheatley, 2003).

Furthermore, there is a relationship between positive emotions and teachers’ intrinsic motivation. Positive emotions are important to motivate teachers intrinsically, but not necessarily a pre-requisite for it. In addition, teachers’ emotions are important to form personal identity, which will guide them to care about their students. Nevertheless, this may depend on other factors, such as professional roles and institutional structures (O’Connor, 2008).

Students are influenced by their teachers’ emotions. Michael (2000) states that “one person’s emotional expression impacts other persons”. For example, students can understand teachers’ observable physiological changes and specific facial expressions. Furthermore, teachers’ and students’ emotions interact in classroom settings (Schutz & Pekrun, 2007). This influence can affect students’ successes and failures. However, these emotions have different effects on teachers and students since teachers are older and have come from different cultural backgrounds.

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Emotional Intelligence is also an important element related positively to teacher engagement. Emotional Intelligence is more about the ability to control the emotions (Salovey & Mayer, 1990). In addition Emotional Intelligence could be considered an important personal resource that helps the teachers to face problem-solving situations in a positive reaction (Mérida-López, Extremera, & Rey, 2017) . Hurley & Cammack( 2014) pointed out that Emotional Intelligence is important to prepare trainee teacher.

2.5.1 Culture and Emotions

Culture, context and teachers’ emotions can relate to each other. For example, some cultures may appreciate positive emotions in teaching, while others may consider them unacceptable. Furthermore, some cultures may believe in “strong self-regulation,” which is controlling the emotions, while others may encourage “self-expression of emotions”. Sutton & Wheatley ( 2003) emphasise that emotions are more regulated in interdependent Asian countries.

There are many researchers who explore teachers’ emotions in different ways. For example, the management of teachers’ emotions in the classroom is examined by (Nias ,1996), (Schutz and Pekrun ,2007), (van Veen and Lasky ,2005) and (Zembylas ,2005). The relation between emotional understanding and care in effective teachers is studied by (Noddings ,1992). This is because “teacher effectiveness” is the combination of both cognition and emotion. In addition, Zembylas ( 2005) correlates between teacher emotion and teacher views, and Andy( 1998) points out that teaching itself is an “emotional experience”.

There are three emotional “settings” to understand teachers’ work (Damasio, 2004). The first is “background emotions” (not moods) such as energy or enthusiasm, which can be considered a predictor of a teacher’s effectiveness. The second is “primary emotions”, which includes anger, fear, sadness and happiness and may affect teachers’ well-being. Social emotions constitute the third emotional setting, which is more related to the context, such as sympathy, shame, guilt and admiration. Social emotions may affect teachers’ or others’ “moral standards” (Andy, 1998). For example, students may relate “sympathy and praise” to “good” teachers and “embarrassment and shame” to “bad” teachers. In addition, teachers’ social well-being is associated with managing these three types of emotion.

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This means that teachers’ emotions are also related to forming a good relationship with students, which is of mutual benefit.. In addition, the relationship between teachers and students is considered an emotional investment leading to teachers’ success and fulfilment. Howes et al. (1998) adds that good relationships between teachers and students can extend for many years. On the other hand, poor academic achievement can be related to many factors and negative teacher-student relationship could be one of them.

2.5.2 Factors Influencing Emotions

Emotions are influenced by many factors. Solmon & Boone(1993, p. 112) differentiate between emotion and mood: “There are passions which need not even begin with a particular incident or object, which need not be about anything in particular; these are moods”, while emotions are “structures of feelings” (Michalinos, 2002, p. 188).

Furthermore, if these emotions are exhausted by an unsupported environment, this may lead to teacher burnout. Nevertheless, some teachers believe that teaching depends on a culture that appreciates learning.

There are other factors which may affect teachers’ emotions; for example, gender differences. Paris & Winograd ( 2003) stress that caring and nurturing are natural

feminine traits. Blackmore, Weiner, Weiler, & Yates ( 1999) also note emotions as female characteristics, while Paris & Winograd (2003) argue that emotions are transferred between teachers, for example, female and male teachers.