Whilst outcomes for Children Looked After have extensively been discussed (Millward, Kennedy, Towlson, & Minnis, 2006; Rees, 2012), and the importance of school in the lives of these children acknowledged (Greig et al., 2008), less attention has been paid to the views and experiences of teachers of Children Looked After (Goddard, 2000). It is accepted that Emotional Labour (Hochschild, 1983) is commonplace in the teaching profession (Isenbarger & Zembylas, 2006) but no research has investigated how, and to what extent, teachers experience Emotional Labour during interactions with Children Looked After. The literature review explores research relating to outcomes for Children Looked After and the role of adults in supporting this group of children. The concept of emotion in the teaching profession, teachers’ experiences of emotional management and conceptualisations of Emotional Labour theory are also explored. Fourteen Key Stage Two teachers of Children Looked After participated in the current study by completing semi-structured interviews with a researcher. Results indicate that participants experience Emotional Labour during interactions with Children Looked After and that this may be mediated, to a degree, by factors including role constructions, perceptions of support and self-perceived role facilitators such as perceptions of a professional duty. Findings are discussed in relation to the need for Educational Psychologists to understand better the impact of Emotional Labour on teachers of Children Looked After. Correspondingly, the provision of supervision and systems level support for teachers of this group of children are explored.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:585277 |
| Date | January 2013 |
| Creators | Edwards, Lisa Nyree |
| Publisher | Cardiff University |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://orca.cf.ac.uk/52040/ |
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