Primary school teachers' restricted and elaborated anger

Research output: Contribution to journalArticlepeer-review

Abstract

This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up of frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involve limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered.

Original languageEnglish (US)
Pages (from-to)353-368
Number of pages16
JournalCambridge Journal of Education
Volume40
Issue number4
DOIs
StatePublished - Dec 2010

Keywords

  • Anger
  • Cognitive psychology
  • Emotions
  • Primary education
  • Teachers

ASJC Scopus subject areas

  • Education

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