University of Oulu

Lassila, E., Timonen, V., Uitto, M., Estola, E. (2017) Storied emotional distances in the relationships between beginning teachers and school principals. British educational research journal, 43 (3), 486-504. doi:10.1002/berj.3280

Storied emotional distances in the relationships between beginning teachers and school principals

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Author: Lassila, Erkki T.1,2; Timonen, Virpi1; Uitto, Minna1;
Organizations: 1Faculty of Education, University of Oulu, Finland
2 Institute for the Advancement of Higher Education, Hokkaido University, Japan
Format: article
Version: accepted version
Access: open
Online Access: PDF Full Text (PDF, 0.4 MB)
Persistent link: http://urn.fi/urn:nbn:fi-fe2019071123028
Language: English
Published: John Wiley & Sons, 2017
Publish Date: 2019-07-11
Description:

Abstract

Recent research has acknowledged the importance of the relationships of school principals with beginning teachers. However, little is known about how emotions inform these relationships from the beginning teacher's side. Applying the concept of emotional geographies, this paper explores the kinds of storied emotional distances that appear in the relationships between beginning teachers and their principals. Based on interviews with beginning Japanese teachers, the results indicate that such relationships may be: (1) very direct and personal; (2) acted out indirectly by the principal as personal facilitator ‘behind the scenes’ or as public gatekeeper; or (3) mediated by the teacher community. The analysis reveals beginning teachers’ personal experiences of these relationships, as well as how such relationships are influenced by organisational and cultural context. Although principals are described as distant figures within the school organisation, they are seen to play an important role in facilitating beginning teachers’ work by connecting with them at a personal level and providing good working conditions by influencing the emotional atmosphere of the teacher community or by sheltering them from parental pressure.

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Series: British educational research journal
ISSN: 0141-1926
ISSN-E: 1469-3518
ISSN-L: 0141-1926
Volume: 43
Issue: 3
Pages: 486 - 504
DOI: 10.1002/berj.3280
OADOI: https://oadoi.org/10.1002/berj.3280
Type of Publication: A1 Journal article – refereed
Field of Science: 516 Educational sciences
Subjects:
Funding: This work was supported by the Academy of Finland under grant no. 265974 (Disentangling the emotional dimension in beginning teachers’ work), a Japanese government (Monbukagakusho: MEXT) scholarship and the Finnish Cultural Foundation under grant no. 00130492.
Academy of Finland Grant Number: 265974
Detailed Information: 265974 (Academy of Finland Funding decision)
Copyright information: © 2017 British Educational Research Association. This is the peer reviewed version of the following article: Lassila, E., Timonen, V., Uitto, M., Estola, E. (2017) Storied emotional distances in the relationships between beginning teachers and school principals. British educational research journal, 43 (3), 486-504, which has been published in final form at http://doi.org/10.1002/berj.3280. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.