Page 47 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 47
team members’ and teachers’ understanding of their own unpleasant emotions ...
school) outcomes of students (Cornelius-White 2007; Roorda et al., 2011).
Research results show that teachers themselves need the social and emo-
tional skills required to communicate effectively with students and other
professionals and to handle stressful situations that can occur in and out-
side of classrooms (Brackett et al., 2009).
The aim of the present article is to review literature on the role of emo-
tions for team effectiveness, teachers’ emotions and their potential role in
tackling ESL and to present the theory of circular emotional reaction (CER)
(Milivojević, 2008). This theory helps teachers and other professionals
working in schools understand the origins of emotional reactions and thus
improve their relationships with other professionals and students (MIZŠ,
2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013).
Methodology
The article is based on a literature review that entailed searching in the
PsycINFO, ERIC, Proquest, Science Direct and Google scholar search da-
tabases. Key words used in the literature search were teachers’ unpleasant
emotions, negative emotions, student-teacher relationship, self-reflection,
emotional competencies, teamwork, early school leaving etc. For the pur-
poses of this article, we mainly took scientific papers and some online sci-
entific books into consideration.
Emotional competencies and teamwork effectiveness
The idea that emotional competencies can positively impact workplace out-
comes has seen emotional intelligence (EI) increase as an important issue
among management practitioners and researchers (Goleman, 1995; Joseph
& Newman, 2010). EI is defined as the ‘ability to monitor one’s own and
others’ feelings and emotions, to discriminate among them, and to use this
information to guide one’s thinking and actions’ (Salovey & Mayer, 1990,
p. 189). High-emotional intelligent individuals treat their own and others’
emotions as valuable data in navigating workplace situations (Barsade &
Gibson, 2007), thus helping them to maintain good interpersonal relation-
ships at work and enhance their job performance. Different studies have
demonstrated a positive relationship between emotional abilities and job
performance (e.g., Elfenbein, Der Foo, White, & Tan, 2007; Matsumoto,
LeReoux, Bernhard, & Gray, 2004; Elfenbein & Ambady, 2002; Lopes et al.,
2006).
47
school) outcomes of students (Cornelius-White 2007; Roorda et al., 2011).
Research results show that teachers themselves need the social and emo-
tional skills required to communicate effectively with students and other
professionals and to handle stressful situations that can occur in and out-
side of classrooms (Brackett et al., 2009).
The aim of the present article is to review literature on the role of emo-
tions for team effectiveness, teachers’ emotions and their potential role in
tackling ESL and to present the theory of circular emotional reaction (CER)
(Milivojević, 2008). This theory helps teachers and other professionals
working in schools understand the origins of emotional reactions and thus
improve their relationships with other professionals and students (MIZŠ,
2010; MIZŠ, 2011; MIZŠ, 2012; MIZŠ, 2013).
Methodology
The article is based on a literature review that entailed searching in the
PsycINFO, ERIC, Proquest, Science Direct and Google scholar search da-
tabases. Key words used in the literature search were teachers’ unpleasant
emotions, negative emotions, student-teacher relationship, self-reflection,
emotional competencies, teamwork, early school leaving etc. For the pur-
poses of this article, we mainly took scientific papers and some online sci-
entific books into consideration.
Emotional competencies and teamwork effectiveness
The idea that emotional competencies can positively impact workplace out-
comes has seen emotional intelligence (EI) increase as an important issue
among management practitioners and researchers (Goleman, 1995; Joseph
& Newman, 2010). EI is defined as the ‘ability to monitor one’s own and
others’ feelings and emotions, to discriminate among them, and to use this
information to guide one’s thinking and actions’ (Salovey & Mayer, 1990,
p. 189). High-emotional intelligent individuals treat their own and others’
emotions as valuable data in navigating workplace situations (Barsade &
Gibson, 2007), thus helping them to maintain good interpersonal relation-
ships at work and enhance their job performance. Different studies have
demonstrated a positive relationship between emotional abilities and job
performance (e.g., Elfenbein, Der Foo, White, & Tan, 2007; Matsumoto,
LeReoux, Bernhard, & Gray, 2004; Elfenbein & Ambady, 2002; Lopes et al.,
2006).
47
