Nghiên cứu về cảm xúc của giáo viên đối với hoạt động dạy học qua tự thuật của giáo viên trung học phổ thông​

VIETNAM NATIONAL UNIVERSITY, HANOIUNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES NGUYỄN THỊ THU UYÊN FACTORS AFFECTING TEACHERS’ EMOTION IN TEACHING:

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST GRADUATE STUDIES

NGUYỄN THỊ THU UYÊN

FACTORS AFFECTING TEACHERS’ EMOTION IN TEACHING:

A NARRATIVE INQUIRY AT A HIGH SCHOOL.

( Nghiên cứu về cảm xúc của giáo viên đối với hoạt động dạy học qua tự thuật

của giáo viên trung học phổ thông )

M.A Minor Thesis

Field: English Teaching Methodology

HANOI - 2020

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST GRADUATE STUDIES

NGUYỄN THỊ THU UYÊN

FACTORS AFFECTING TEACHERS’ EMOTION IN TEACHING:

A NARRATIVE INQUIRY AT A HIGH SCHOOL.

( Nghiên cứu về cảm xúc của giáo viên đối với hoạt động dạy học qua tự

thuật của giáo viên trung học phổ thông )

M.A Minor Thesis

Field: English Teaching MethodologyCode: 8140231.01

Supervisor: Assoc Prof Dr Lê Văn Canh

HANOI – 2020

I wish to thank all of those who helped me complete this study

First, I would like to express my deepest appreciation to my belovedsupervisor, Assoc Dr Le Van Canh, for his enthusiastic and careful guidance aswell as his encouragements he gave me while I was doing this study Second, Iwould like to take this opportunity to express my sincere thanks to my respectfullectures in Faculty of Post-Graduated Department at University of Languagesand International Studies for the devotion and their useful lectures

Last but not least, I would also like to thank all of the participants in thisstudy, who took time from their busy schedules to take part in my research

The study aimed to provide an in-depth analysis of the causes that wereinfluential towards emotion of the teachers who were selected from differenthigh school The study was adopted as a qualitative research method and thenarrative inquiry was used The data of the study were collected withparticipants‟ narratives Content analysis method was used in analyzing the data

In accordance with the research aims, this study identified 4 themes As a result

of the coding of the data obtained at the end of the research, the following 4themes (1) Professional commitment, (2) Students, (3) Collegiality, (4)Financial were determined as the four themes of the study Through all these can

be illustrated the role of emotions on the teaching work They are part ofworking environment and definitely affect with various ways Either positiveeither negative its research help to elicit the keys for success and to avoid nondesired results on workplace

TABLE OF CONTENTS

DECLARATION vii

ACKNOWLEDGEMENTS ii

ABSTRACT iii

CHAPTER I: INTRODUCTION 1

1.1 Rationale for the study 1

1.2 Aims of the study 2

1.3 Research questions 2

1.4 Scope of the study 2

1.5 Significances of the study 3

1.6 Structure of the thesis 3

CHAPTER II: LITERATURE REVIEW 4

2.1 Defining emotion 4

2.2.Teachers‟ Performance 5

2.3 Teachers‟ emotion and its effect on teachers‟ performance 5

2.4 Previous studies on teachers' emotion 6

2.5 The previous studies on factors affecting teachers' work performance 9

2.5.1 Lack of interest in teaching profession 9

2.5.2 Inadequate Salary and other Benefits 10

2.5.3 Characteristics of the school work Environment 13

2.6 Narrative Research Tradition 15

2.7 Summary 18

CHAPTER III: METHODOLOGY 19

3 1 Research Methodology 19

3.2 Qualitative Research Design 19

3.3 What is narrative inquiry? 19

3 4 The Reason and Context for Using Narratives 22

3.5 Researcher‟s Role 23

3.6 Area of study 24

3.7 Sample Design 24

3.7 1 Participants 25

3.7 2 Sample Size 26

3.8 Data Collection 26

3.9 Data Analysis 27

3.10 Coding of the data into themes 28

3.11 Reliability and Validity Validation 29

3.12 Summary 30

CHAPTER IV: DATA ANALYSIS AND FINDINGS 32

4.1 Data analysis of the four themes 32

4.1.1 Theme 1: Professional commitment 32

4.1.2 Theme 2: Students 33

4.1.3 Theme 3: Collegiality 34

4.1.4 Theme 4: Financial issues 35

4.2 Findings and discussion 36

4.2.1 Professional commitment 36

4.2.2 Students 37

4.2.3 Collegiality 37

4.2.4 Financial 38

4.3 Summary 38

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS 40

5.1 Recapitulation 40

5.2 Concluding remarks 40

5.3 Limitation of the current research 42

5.4 Recommendations 42

5.4.1 Recommendation and policy implications 42

5.4.2 Recommendations and suggestions for future research 43

REFERENCES 44

APPENDICES I

APPENDIX A IEmail to Potential Participants IAPPENDIX B IIInformed Consent to Participate in a Research Study IIAPPENDIX C VParticipants‟ narratives VAPPENDIX D XVThank You Email to Participants XV

LIST OF TABLES

Table 3.1 Participant profiles (All names are pseudonyms) 26Table 3 2.Codes, Categories, and Themes 28

CHAPTER I: INTRODUCTIONThis part introduces the rationale, the aims, the research questions, themethods and the scope of the study It also concludes with a presentation of theorganization of the thesis.

1.1 Rationale for the study

Education is one of the most important elements that energize the development

of society It is a base for socio-economic, cultural and political development of

a country It enables individuals to acquire knowledge, skills, ability andattitudes and make them full participate in the development process of a country

To gain the development of the country, each nation has its own strategies butnone of them care for education Education is considered as one of the mostimportant keys to the development One of the integral elements contributing to

a good education is teacher Teachers are dedicated professionals who have alasting impact on students "Being a teacher means allowing a person to leveragestrengths and passion as a leader and organizer in the education field As aguider and role model, students will be inspired by teachers' commitment tohelping them develop their unique talents and intellect (Kelly S, 2018)".Whilethe majority highly consider knowledge, abilities and skills as the most essentialparts of successful lessons and promotion of teaching quality, teachers' emotionsthemselves still play an important role

The teachers, who play an important role in the productivity and quality

of the educational organizations, are humans rather than machines and also thesedirectly serve the business of the country and develop the behaviors of the sociallife According to the criteria of the staff, educational, scientific, cultural,artistic, sportive activities and central examination system, the teachers who startfrom teaching have the right to progress in national education career stages(Boyacı, 2016) It has not been organized in any exam for career stages about 10years Therefore, the teachers are waiting for their career steps On the other

hand, „teachers‟ professional development‟ is accepted as the primary factoraffecting school development and students‟ success (Canales & Maldonado,2018) Determining the factors affecting their emotion is thought to be animportant issue by the researchers In Vietnam, according to the recent records,the factors that effect, in particular, the emotions, which is still an practicallyand theoretically unfamiliar aspect, are gaining popularity Studies on emotions

of teachers nowadays still emphasized on reality but have not made anybreakthrough so they limit the result in synopsis Especially, finding out thefactors affecting teachers' emotion by their narrative seem not to beimplemented Therefore, it is essential to promote more and more the deeperstudies on this issue in order to enhance and develop the standard of education

1.2 Aims of the study

The aim of this study is to investigate factors affecting high schoolteachers' emotion through their own narratives The findings of the study willgive suggestions for educators more information to improve the workingcondition for teachers Thus, it enhances English language teaching and learningand teachers' challenges will be addressed

1.3 Research questions

In order to achieve these aims, a question is:

What factors affect high school teachers' emotion in teaching?

1.4 Scope of the study

Teachers' emotion in the field of second language teaching is a wide topic.However, this is just a minor thesis so the thesis topic is narrowed to facilitatethe research Also, the researcher is concerned with factors effecting teachers'emotion by analyzing their narratives The participants of study include a smallnumber of teachers from a high school Thus, the results of study might not begeneralized to all teachers

1.5 Significances of the study

This research was designed as the narrative approach based on qualitativeresearch method The narrative approach aims to have an in-depth and detailview of what we have noticed as facts Phenomenological study aims toacknowledge perceptions, perspectives as well as understandings of peoplerelated to a particular event by in-depth and unstructured interviews or narrative.The sample size commonly ranges from 5 to 25 individuals (Leedy & Ormrod,2001) The subject of current research is to determine the factors affecting theemotion of the teachers working in a high school In relation to this subject, thestudy aims to acquire comprehensive, in-depth and systematic information onexperiences and perceptions of teachers on work-emotion

1.6 Structure of the thesis

The thesis is composed of five chapters These chapters are:

Chapter I: Introduction covers the rationale, the aims, the research questions,

the methods and the scope of the study and the organization of the thesis

Chapter II: Literature review

- A review of the relevant literature, i.e., previous studies on teacher

emotion, for the construction of a theoretical framework of the study

Chapter III: Methodology

- Presents the context, the rationale for the adoption of the methodology used in this study, which is a narrative inquiry

Chapter IV: Data analysis and Findings

- Consists of a comprehensive analysis of the data

Chapter V: Conclusion

- Offers a summary of the findings, recommendations, limitations, and future directions for further study

CHAPTER II: LITERATURE REVIEW

This chapter reviews the theoretical relevant issues related emotions,teachers' emotions, factors affecting emotions

2.1 Defining emotion

Emotions are biological states associated with the nervous system brought

on by neurophysiological changes variously associated with thoughts, feelings,behavioural responses, and a degree of pleasure or displeasure There iscurrently no scientific consensus on a definition Emotions are often intertwinedwith mood, temperament, personality, disposition creativity, and motivation( Damasio AR, May 1998)

To define emotion is obviously difficult and there has still been quite littleagreement across disciplines The term "emotion" is used as ways reflectingtheir different theoretical points of view including philosophical, physiological,historical, organizational sociological, anthropological, psychological andfeminist perspectives (Oatley, 2000) Moreover, defining emotion has stillremained challenging, although there appears to be agreement on the functionand framework of emotion (Izard 2010) There are now some of agreement thatemotion is of multi-componential; in other words, "there is a number of more orless collections of components unordered in each emotion"(Scherer, 2000).Though different term is mentioned basing on theoretical perspective, almost ofthe scientists express similar, or the same components For illustration, twoeducational psychologists define components of emotion as physiologicalchange subjective experience, appraisal, action tendencies and emotionexpressions (Sutton and Wheatley, 2003) While another psychologist, Izard(2010), refers to similar components as neural systems, response systems,antecedent mental appraisal, expressive behaviour, feelings or a feeling state andcognitive interpretation The two psychologists, Sutton and Wheatley (2003)also accentuated the fact that the elements that influence each other are partly

independent, moreover Izard (2010) argued that the component should be seen

as socially constructed instead of purely individual and psychological Tounderstand deeply emotion the most important thing is to find out how the

„biological‟ and the „psychological‟ components of emotion interact with others

in term of the social domains (Corcoran & Tormey, 2012) A psychologist,Zembylas (2004) determined emotion as evaluative, relational and political andshaped by the power relations and politics within a school and broader society,

so therefore need to be seen through such a view

2.3 Teachers’ emotion and its effect on teachers’ performance

Would a class be “happy” when its teacher is in bad mood? Theburdensome curriculum as well as examinations put pressure on bọth studentsand teachers Teachers themselves have to “fight” to convey to students to keeppace with the progress but still remain the standard of lessons This kind ofpressure invisibly makes them become stressful and worried, and there appears

durably insecurity While the majority highly considers knowledge, ability andskills as the most essential parts of successful lessons and promotion of teachingquality, teachers' emotions themselves still play an important role Whenmention the process of enhancing the standard of teaching of which the mainsubject is the teachers, what people prefer to rate are experience, skills, andknowledge However, a critical factor which is often overlooks is the felling(s).

So, what is exactly the felling? Chubbuck & Zembylas (2008) supposed thatteachers' emotion does not only simply develop in his personal psychologicalrevolution but also relate to the reaction among the individuals and is influenced

by social environment Schools and classrooms are settings where teachers have

to experience sophisticated emotions of a large number of subjects: students,parents, colleagues and superiors A large range of questions merge in theirmind: “whether my students comprehend the lessons or not?” “Do they do theirhomework?” “Do they follow my guides?” Still get round and round Then,the take up a habit of control their students in a strict, even harsh way It seemsthat teachers are in an "awkward" status to understand and manage their ownemotions in many different situations If teachers are negative and annoyed,would their student be comfortable and happy, or these bad feelings could

“spread” among their students The prerequisite condition of a teacher is that toknow exactly his emotions, to figure out the role of emotions in teaching andcreate friendly atmosphere in classroom How to integrate the emotion factorwith experience and specialty in teaching process is also a question to answer forany teacher Since the late 20th century, reports and studies on emotions havedrawn more and more public attention from all over the world Especially inschools Almost every writer and author often identifies the emotionalexpressions as well as their reasons and skills to control them in general way

2.4 Previous studies on teachers' emotion

Twenty years ago, researches on teacher emotions were limited Oneexplanation for this lack of research on teacher emotions is the prejudice against

emotion in Western culture (Zembylas, 2003), stemming from an understandingthat emotions are complex and difficult to understand Also, emotions are related

to women and feminine philosophies as well as have therefore lack ofimportance as research foci (Zembylas, 2003) Two spychologists, Sutton andWheatley (2003) also identified that the word "emotional" has had negativerelationship with words like irrational, also emotions have been viewed as

“destructive, primitive, and childish, rather than thoughtful, civilized, and adult”(p 328) Teacher emotion is now viewed as an important field of researchbecause of a number of reasons In the first place teacher emotional wellbeinghas become critical in the context of high rates of teacher attrition Emmer(1994) identified that "teachers experience negative emotions more often thanpositive ones" When being asked to assess their own teaching outcomes,teachers mentioned feelings of inadequacy and failure, along with anger towardstheir student (Lortie, 1975) Poor emotion and stress management is known as torank as the main reasons why teachers quit the profession "Darling-Hammond(2001) and Woolfolk Hoy (2013) argued that teachers are “neither warned aboutnor prepared” (p 264) for the emotional demands of their chosen career,sometimes resulting in decisions to leave the profession (Richardson, Watt &Devos, 2013)" In an effort to better understand teacher's attrition, researchershave explored teacher burnout (Høigaard, Giske, & Sundsli, 2011; Akın, Aydın,Erdoğan & Demirkasımoğlu, 2013; O'Brien, Goddard & Keeffe, 2008), andteacher resilience (Day & Gu, 2009; Hong, 2012), teacher wellbeing (Martin,Parker, Colmar & Liem, 2012) The teacher resilience literature suggested thatemotions play an important role in a teacher‟s capacity to thrive, not just survive

in their professional life (Mansfield, Beltman, Price & McConney, 2012) Inaddition, teachers‟ work has become increasingly driven by accountability andhighs take testing Policy debates have even included discussion aboutconnecting teacher pay with some measure of „merit‟ This focus has impacted

in various ways on the classroom emotional climate, through influencing thenature of student/teacher interactions and behaviours (Schreder, 2006) Although

evidence suggests an increased emphasis on high stakes testing and

accountability is changing the nature of classroom transactions (Shutz, Rodgers

& Simcic, 2010), and is associated with increased teacher attrition (Behrent,2009) and teacher stress (Valli & Beuse, 2007), pressure and anxiety (Thompson,2014), further research is needed to fully understand the emotional impact of such

a focus Teacher emotions have also been shown to be inextricably linked tostudent emotions (Meyer & Turner, 2006) Researchers determined that teacherand student enjoyment within classrooms are positively associated (Frenzel, Goetz,Ludtke, Pekrun & Sutton, 2009) and that student and

teacher relationships act as an important “emotional filter” (Hargreaves, 1998).Newberry (2010) stated that teachers need to be given instruction or support forthe development of personal relationships with students, as this often involvesconsiderable emotional work Classrooms that are characterised by positiveemotion in regards to teaching and learning are likely to provide the bestconditions for student development and achievement (Frenzel et al, 2009; Yan,Evans & Harvey, 2011) As noted above, learning is just as much an emotionalprocess as a cognitive one Emotions serve as a powerful vehicle for enhancing

or inhibiting learning (Greenleaf, 2002) Linnenbrink and Pintrich (2002)acknowledged, for example, that negative teacher emotions contribute tonegative student emotions and lessen the probability students will use cognitivestrategies for deeper, more elaborate processing of information Furthermore, ithas been argued that emotions shape cognition (Mesquita, Frijda & Scherer,1997) and therefore may have an important influence on motivation (Pekrun,Goetz, Titz & Perry, 2002), efficacy beliefs and goals (Kaplan, Gheen &Midgley, 2002) Indeed, not only do emotions influence academic performancevia their effect on cognitive resources, learning behaviours and motivation, butthe reverse is also true (Frenzel & Stephens, 2013) These connections betweenemotions and learning, together with the obvious inter-relationship betweenstudent and teacher emotions, further illustrate the need to study teacheremotion Historically, emotions and emotional experiences have been

conceptually elusive and what is now required is the development of aconceptual model of teacher emotion This view is shared with authors such asMeyer and Turner (2006), who advocated the need for a conceptual frameworkand a common vocabulary to underpin teacher emotion research Similarly,Hargreaves (2005) stated that in the context of teachers‟ work, some clarity ofemotion terms is required in order to discuss and analyses their emotionalexperiences Linnenbrink-Garcia and Pekrun (2011) also argued the necessityfor conceptual clarity so that emotion research encompasses the complexities ofemotion and facilitates productive discussions on teacher emotion Furthermore,another research reported that the pattern of emotion includes 5 factors:happiness, love, sadness, anger, and scare Love means the contentment ofteacher‟s results from the appreciation from society towards their passion for thecareer, the stability of work and progression of their students Sadness means thestatus of hopelessness of being underestimated by their superiors or unfriendlyand uncooperative attitude inside the class Anger mentions the irritation caused

by stress in school as well as the weakness of students Scare relates to problemssuch as students troubles or competitiveness among co-workers and the over-expectation from the authorities and parents, or even the imbalance amid theircurrent life and job (J Chen 2016)

2.5 The previous studies on factors affecting teachers' work performance 2.5.1 Lack of interest in teaching profession

According to the teacher retention model of Gardy and Figueriaas cited inManna and Tesfaye (2002), there are four stage processes that will help teachers

to choose to stay or leave their profession Of which selection is the stage, inwhich teacher first show their interest towards the profession It is widely arguedthat the status of teachers in most countries, both developed and developing, hasdeclined substantially during recent decades (Bennel, 2004) However inTesfaye and Demewoz (2004) in their study explained that inclination towardsthe teaching profession took a rain check over the last forty years mostly due to

the status attached to theprofession According to (Esteve), as cited in Getachew,

1999, teaching is profession that people join when they are not capable offinding an alternative job which pays more In this regard Motuma (2006) andMulugeta (2010) also confirmed that most teachers enter in to the professionbecause it is easier to get than other jobs or to make money (their earning) out of

it till they get another job among other reasons Commitment refers to theattachment and loyalty As defined by (porter et al., 1974 cited in Armstrong,

1995, commitment is a relative strength of the individual‟s identification with,and involvement in, a particular organization Moreover, a review by Armstrong(1995) mainly North American literature, led him to the conclusion that: “highorganizational commitment is associated with higher motivation and goodperformance” One of the causes of organizational commitment is jobsatisfaction People who are satisfied with their job are more committed to theirorganization than those who are less satisfied (Mueller,Boyer, Price, & Iverson,cited in Taye, 2011.Shukla (2009) demonstrated a high positive relation betweenprofessional commitment and job satisfaction Sylvester (2010) held that thefactors like location of institute, educational qualification and years of teachingexperience of teacher educators have impact on their attitude towards teachingprofession as well as level of job satisfaction Attitude measurement has verywide currency, particularly in social psychology the new curriculum emphasizesthat a curriculum should be based on the students' learning interests, lifeexperience and cognitive levels, and that it can promote more educationalprocesses of participation, communication and, enable specific learning targets

to be followed

2.5.2 Inadequate Salary and other Benefits

Teacher salary scale has an intimate connection with teacher retentionpatterns When salary levels drops in relation to the level which pertain forsimilar qualified personnel, this gives rise to teacher dissatisfaction and lessperformance which, if unresolved can cause long duration difficulties and lack

of motivation (Coolahan, 2003) Coolahan argued that, from a variety ofperspectives the establishment of appropriate salary provision for teacher willhave short-term and long-term effects on teachers‟ retention pattern Problems

in work places occur due to wrong perception of employees or their lack ofunderstanding about how organization link performance and pay system.Armstrong (1995) stated that problems arise in work place due to inequitable orunfair pay systems In this regard, Vroom‟s expectancy theory suggests that apay-performance link is essential for motivating performance According toFisher et al as cited in Befikadu(2001), the expectancy model has three majorcomponents, each of which based on a series of fairly straight forwardobservations Expectancy: the individual‟s perceptions of the probability thateffort will lead to task accomplishment or performance, Instrumentality:perceptions of the probability that performance will result in receiving rewards(such as pay or recognition), Valence: the subjective value or desirability thatthe individual places on the attainment of a certain reward As per Fisher et al.(2006) explanation of the theory, “high performers will tend to gain a large share

of compensation resources and thus be motivated to stay with the organizationwith better performance

Below-average performers will become discouraged and will tend toleave the organization “They continued by stating that, however, reward systemthat are not linked to performance tend to have the opposite effect and thusresult in the worst of both possibilities Well paid poor performers may stay withthe organization: they are well rewarded and will not be sought by otherorganizations By contrast, top performers feel under-rewarded and will besought by other organizations that appropriately value their contributions

There is considerable evidence that wages are almost equally important toteachers in their decisions to leave their jobs as they are to workers in otheroccupations There is also an indication that teachers tend to give up their work

or weak performance if their salaries are low relative to alternative wage

opportunities Especially teachers at the start of their career are highlyinfluenced by wage discrepancies However, it does not imply that experiencedteachers are not affected, because higher salaries also appear to attract better-prepared and higher-quality teachers (NCTAF,as cited in Getachew1999).Inadequate salary has been mentioned as the main cause of teachers‟ lack

of motivation indifferent studies (Getachew, 1999; Manna and Tesfaye, 2000,Darge, Tesfaye and Demewoz,2004 and Motuma, 2006) In addition to being themain cause of turnover, low pay is also put asone of the highest ranking reasonfor their departure (Motuma, 2006:97) Despite the revision of teacher‟s salaryand career structure in 2007, inadequate salary has remained to be the majorproblem in Ethiopia (VSO, 2007) Similarly, (Bobbitt et al., as cited in Burns,2001) stated that teachers leave for higher paying jobs in other professions.Although teacher salary have improved in recent years, they remain lowcompared to those of other similarly educated workers (Ingersoll, 2001).Overall, teachers in the United States earn much less than other workers with thesame amount of education and experience Same is true in Ethiopia; teachers arepaid less than others in non-teaching profession with the same experience andqualification In addition, Ayalew(1991), (cited in Darge, 2002), identified thatlow and inequitable salary and inequitable chance of career advancement ascritical matters in teachers‟ job dissatisfaction In addition to salary, fringebenefits like housing, free health care service and opportunities for furthertraining or education plays major role in teachers‟ retention as it createsbelongingness and commitment in the minds of teachers (Darge, 2002) On thecontrary, there is evidence that teachers‟ satisfaction was poorly related to salaryand other benefits (Nces, 1997, cited in Motuma, 2006) Money does notaugment the intrinsic nature of work Indeed, in the most extreme cases it willnot affect the employee‟s motivation at all (as with voluntary work, where thedriving forces it related with commitment or Vocation)

According to Armstrong (1995), lack of commitment and dissatisfaction,which is the main road to poor performance, can arise from very lack of clarityabout performance, lack of group cohesion and dissatisfaction and conflict withmanagers and supervision It is stated by Greer and Lortie cited in Aleazar(2007) that teaching is career less and dead end job in USA as compared to othercareers The number of positions in the upper ladder as compared to the existingteachers are limited, consequently the difficulty for the advancement leaveteachers no choice but to abandon their profession in search of advancement.

Armstrong (1995) argues that dissatisfaction with career prospects is amajor cause of weak performance To certain extent, this has to be accepted.More and more people recognize that to develop their careers they need to move

on and there is little that employers can do about it Moreover, promotioncriteria are also still based on qualification and years of service alone InEthiopia also teaching was career less job with only in the last few decades(Aklilu, 1967).Motuma (2006) identified that inadequate salary and lack ofmotivation including low base salaries, limited non -financial benefits,inconsistent implementation of career structure, lack of faire payment for workdone to extra time and lack of compensation such as; bonus, fringe benefits,incentives and rewards were the major causes of teacher‟s dissatisfaction ingovernment secondary schools of Oromia regional state

2.5.3 Characteristics of the school work Environment

School working conditions contribute to teacher commitment levels andperseverance in a challenging placement (baker, 1988: Dove, 1982; Hurst andRust, 1990, Tatto, 1997:148, as citedin Motuma, 2006:32) In both less and moreindustrialized countries, poor levels of organizational support have been found

to be a power full reason for qualified individuals not taking a position orleaving it permanently Teachers with inadequate resources and professionalisolation during their first years of teaching are particularly vulnerable (Baker,

1988 MooreJohnson, cited in Tattoo, 1997, in Motuma, 2006) According to

(Dunham,Kyiriacou andSutcliffe, 1979 cited in Getachew, 1999), poor workingconditions include problems such as inadequate equipment, poorly maintainedbuildings, lack of space, poor quality furniture, lack of suitable premises andpoor staff room facilities In some countries, working conditions such as class-size, insufficient or defective amenities and equipment, inappropriateness ofteaching assignments and volume of non-teaching assignments are some of theworst problems be setting teachers today (ILO, 1991) With regards to workingenvironment, Bennel (2004) stated that teachers as compared to otherprofessions do not have the chance to enjoy the same work environment.Muluken et al as cited in Arega (2007) and also recommended that upgradingthe work environment and working conditions for teachers is a favorable acttowards increasing teacher motivation, making the profession more attractive,enhancing retention of teachers, and improving the quality of teaching andlearning Although it may always require a substantial amount of money,changes in this area may be cheaper and more effective than an overall increase

in teachers‟ salaries They further stated that increasing teacher salaries mayseem apparent in reacting to attrition problems However, Macdonald, as cited in(Muluken et al., 2007) stated that improved working condition and environmentplay their own role by improving school buildings and teachers‟accommodation, increasing teacher responsibility for educational decisions,reducing class sizes increasing parental community support, promoting collegialrelationships among teachers and administrators, providing teacher support andrecognition, and providing teacher counseling and medical care Girmay (2011)

is pointed out those teachers who were stressed due to the various aspects of theschool environment reported less satisfaction and commitment in their job.There appears little doubt that one of major adverse influences on jobsatisfaction, work performance and productivity, and absenteeism and poorperformance is the incidence of stress at work (Mullins, as cited in Girmay,2011) Kyriacouas cited in (Getachew, 1999) also underlined that in every daywork execution, teachers face a variety of difficult situations like tight deadlines

given to a specific task that may be source of stress Getachew (1999) also statedthat time pressure and poor working condition will create stress on teachers.Another environmental

factor that causes teacher dissatisfaction is socio-economic status With regard tothe socioeconomic status, the lower the socio-economic class of the teacher‟sfamily, the more likely the person is to remain in teaching; the higher the socio-economic status, the more likely the person is to leave teaching (Boland andSelby, cited in chapman, 1994) In connection with this Tesfaye and Demwoze(2004) affirmed that “the teaching profession is accorded with lowsocioeconomic status in Ethiopia promoting negative attitudes towards theprofession which in turn result in little or no respect to those in the profession bythe community (parents, student, concerned government parties…)” In thisrespect Getachew (1999) recalled the few years earlier teaching was a respectfuloccupation both socially and economically However, these days, people started

to attach status with money earned rather than knowledge and sacrifices whichresulted in the low status rendered to teaching profession in the recent decades

2.6 Narrative Research Tradition

A narrative study is a study of “the ways humans experience the world”(Clandinin & Connelly, 1990, p 2) It gives researchers insights into thephenomenon (Creswell, 2012) Creswell (2012) noted, “For educators lookingfor personal experiences in actual school settings, narrative research offerspractical, specific insights” (p 502) The focus of narrative research can be onthe experiences of one or more individuals

In an educational research effort, a narrative study is used to explore theexperiences of an individual; the narrative design was most suitable for thisstudy because it allowed the researcher to explore the teachers‟ emotion and thefactors affect their emotion in teaching

Narrative research comprises many procedures; including gathering datathrough the collection of individuals‟ stories, reporting their experiences, andchronologically ordering the meaning of those experiences (Creswell, 2013).There is a wide variety of narrative approaches The well-known approaches arebriefly described below.

a) A biographical approach is a narrative study in which the researcher writesand records individuals‟ life experiences

b) An auto ethnography approach is one in which the subject of the study writes

or records her own experiences

c) A life history approach explores an individual‟s entire life in multipleepisodes d) An oral history approach gathers personal reflections of events fromone or several individuals

Although there are many narrative approaches, their different elements can

be combined (Creswell, 2013), and the combination can cover the entire lives ofindividuals or specific life events (Lieblich, Tuval-Mashiach, & Zilber, 1998).This study uses an oral history approach to gather personal reflections of events,

in this case, leadership development experiences

The model developed by Lieblich et al (1998) is used in data analysis Themodel suggests four types of narrative analysis

1) Holistic-Content focuses on the content derived from the entire narrative.2) Categorical-Content focuses on specific content themes within the narrative.3) Holistic-Form focuses on plots or the structural components of the entire narrative

4) Categorical-Form focuses on specific forms of linguistics, such as metaphorsused in discrete sections of the narrative This study employs Categorical-Content

to focus on specific content themes within the narrative

Researcher‟s Role The researcher plays an important role in qualitative researchmethodology because the researcher is the primary data gatherer (Lincoln &Guba, 1985) Creswell (2013) noted the researcher is a “key instrument” (p.45).

In his words,

The qualitative researchers collect data themselves through examining documents, observing behavior, and interviewing participants They may use an instrument, but it is one designed by the researcher using open-ended questions They do not tend to use or rely on questionnaires or instruments developed by other researchers (p 45)

Since a researcher is a primary data collector, developing a bond with theparticipant becomes an inevitable task For this study, the researcher did

“establish a close bond with the participants” (Creswell, 2012, p 502) With theresearcher‟s background in education and her experiences from her professionalrole as instructor in many educational institutions, the researcher could relate tothe participants‟ stories, establish credibility with participants, and understandthe context when interpreting data The researcher informed participants of herbackground and introduced herself as a female in the education field before theinterview

Collaboration between researcher and participants is also critical incollecting and analyzing narrative data (Creswell, 2012) The researcher activelycollaborated with participants and carefully listened to their stories not onlyhoping to make them feel their stories were important and they were being heard(Creswell, 2012), but also to work with the participants to reduce the gapbetween the stories told and the narrative reported (Clandinin & Connelly,2000) The researcher collaborated with the participants throughout the process

of research from “formulating the central phenomenon to deciding which types

of field texts will yield helpful information to writing the final restored story ofindividual experiences” (Creswell, 2012, p 512)

Although bonding and collaborating with participants are essential in qualitativeresearch, the researcher needed to be cautious about the authenticity of the data.Data distortion may occur when the participants do not tell the real story for one

or more reasons such as fear of telling the true story or simply because ofmemory errors (Creswell, 2012) The researcher‟s goal was to uncover storiestold, but the researcher had to be careful about the possibility of data distortion

To establish a relationship with participants, so they provided authentic andtruthful responses, the researcher set up an initial fifteen-minute interview prior

to the actual interview to have a casual conversation with each participant.During the initial interview, the researcher explained participants‟ right to refuse

to answer questions during the actual interview, the right to withdraw at anytime during the study, and the anonymity of their identities; and informedparticipants about the usefulness of the research findings to other women whowant to step up to leadership position

2.7 Summary

This chapter covered the foundational literature that informs the currentstudy, including theories about emotion, teachers‟ performance, teachers‟emotion and its effect on teachers‟ performances, as well as a literature reviewand empirical studies about factors that affect teachers‟ emotion

Given the preceding review of the literature and current research, thenext chapter reviews the methods used to explore factors affecting teacher‟semotion Chapter three discusses the research methodology, population, and datacollection and analysis, as well as limitations and ethical guidelines

CHAPTER III: METHODOLOGY

3 1 Research Methodology

This research aims to understand factors affecting teachers' emotion,which honors multiple realities constructed through life experiences Theresearcher used a qualitative research design and a narrative research tradition tocapture these experiences and the meaning making process

3.2 Qualitative Research Design

The key characteristics of qualitative research are: (a) the researcher seeks

to understand how people make sense of their experiences; (b) the researcher isthe primary instrument of data collection; (c) the process is inductive; and (d)the final product is richly descriptive (Merriam, 2002)

A qualitative researcher attempts to understand and make sense of phenomenafrom the participant‟s perspective (Merriam, 2002) Since this study seeks touncover the factors affecting teachers‟ emotion, the study is interpretive anddescriptive by nature Therefore, a qualitative research design is appropriate forthis study

3.3 What is narrative inquiry?

Polkinghorne (1988) traces the use of narrative in the human sciences,psychology in his particular example, as a way of understanding humanexperience, as far back as John Stuart Mill in the 1850s when debate called for anew science that would enable the study of the human character The mostinfluential movement in the social sciences in the late 19th century, however,was one that took an objective stance enabling researchers to treat humanexperiences „as if they were physical things‟ (Pinnegar and Daynes, 2007, p.9)

In the 36 1920s anthropologists used life history approaches whilst narrativeanalysis was used by Freud and the Chicago School (Hatch and Wisniewski,1995) By the 1950s the social sciences had taken an almost exclusively

positivist turn and the focus became the study of observable behaviours throughscientific method (Polkinghorne, 1988) It was not until the late 1970s that socialscientists found a renewed interest in human experience and turned once again

to narrative as a methodology (Polkinghorne, 1988) Narrative methods rangefrom autobiography to case study and have been used in many disciplines(Hatch and Wisniewski, 1995) Genres have become blurred and conceptualborders crossed, but perhaps, as feminist theory suggests, dichotomisedclassifications are not helpful anyway (Clandinin and Rosiek, 2007) In theirresearch Hatch and Wisniewski (1995) seek a distinction between life historyand narrative; the discussion is interesting but there is no real consensus Theirresults suggest a possible taxonomy where life history is identified as a sub-set

of narrative, whilst another possible distinction is purpose, „narrative focuses onmaking meaning of individuals‟ experiences; life history draws on individuals‟experiences to make broader contextual meaning‟ (Hatch and Wisniewski, 1995,p.116) The wider historical, political and social context as a retrospective means

of making sense of personal experience, therefore, it would seem, are important

to life history, whereas a life story is “the story we tell about our life” (Goodson,

1992, p.6 cited in Hatch and Wisniewski, 1995, p.125) Their research suggestsagreement that life histories are concerned with „the history of a single life‟,whilst „narrative is characterised as “a way of knowing”‟ and as such narrativeanalysis of the way a story is told becomes significant for some narrativeresearchers (Hatch and Wisniewski, 1995, p.115) But that is not to say thatnarratives are not used by life history researchers as a means of knowing.Searching for a distinction between life history and narrative Hatch andWisniewski (1995, p.126) offer: The processes of doing narrative inquiryinvolve sharing narrative knowledge through the telling of stories; the productsare the stories of self we choose to tell Narrative as a way of knowing isimportant to life history research; it defines narrative inquiry Whereas BillAyers, one of their research respondents, contributes this in response to the

question: What, if any, distinctions can be made between “life history” and

“narrative”?: This is not a useful distinction to me Both approaches to inquiryare unabashedly genre blurring They tear down walls – anthropology,sociology, history, linguistics – and why should we resurrect them? (Hatch andWisniewski, 1995, p.118) Pinnegar and Daynes (2007) place the historicaldevelopments of narrative within a philosophical context detailing not a history

of narrative inquiry, but the necessary positions narrative researchers take andthe development of an environment conducive to such moves A move to post-modernism and a dissatisfaction with positivism calls into questions thosepositionalities, but as Pinnegar and Daynes (2007, p.7) argue: We becomenarrative inquirers only when we recognize and embrace the interactive quality

of the researcher-researched relationship, primarily use stories as data andanalysis, and understand the way in which we know is embedded in a particularcontext, and finally that narrative knowing is essential to our inquiry Over thelast thirty years narrative inquiry has emerged as a complex field with manystrands (Clandinin and Rosiek, 2007) Clandinin and Rosiek (2007, p 37) offerone constant; the „study of experience‟ They use Dewey as a means ofunderstanding experience as „transactional‟, „always more than we can know‟,

„continuous‟, and „social‟ (Clandinin and Rosiek, 2007, p 39-41) Narrativeinquiry takes many forms with many different approaches to data collection,analysis and representation being practised (Trahar, 2008) and notions of

„purpose‟, „ethics, and validity‟ remaining contested (Coulter and Smith, 2009,p.577) It can be seen as an „amalgam of interdisciplinary analytic lenses,diverse disciplinary approaches, and both traditional and innovative methods‟(Chase, 2005, p.651) What this means for the researcher Trahar (2008) contends

is that methods be made explicit It also meant in my 38 experience, initially atleast, a shifting participant group; student‟s lost and found; a less than clear path

to be negotiated; a blurred vision Narrative inquiry is not just about collectingstories or telling them, the narrative approach is an overarching principle wheredata, analysis, representation are all narrative in form (Conle, 2000) As amethodological approach, it differs from traditional studies that use

tools to measure phenomena which are then analysed statistically (Conle, 2000).Narrative inquirers look for more than what is visible and focus on the meaningthat participants ascribe to the events of their lives (Trahar, 2011) Thusnarrative inquirers see stories as being „formed and informed by the widerhistorical, social and cultural contexts‟ in which they are told (Trahar, 2011,p.47) This took a while to grasp and to be comfortable with; it was afundamental shift in methodological terms

3 4 The Reason and Context for Using Narratives

Narrative research is usually used in such diverse domains as sociology,anthropology, nursing, and history, psychology, and communication studies.However, narrative research has recently been used in educational practices,especially in finding experiences of teachers‟ and students‟ lives However,there is not that much research carried out on the factors affecting teachers'emotion

We believe that while there is an interest in developing educational quality, there

is a need to discover and understand teachers‟ stories regarding integration ofemotions into their way of teaching

We the author of this paper, and narrators, have had negative and positiveexperiences, and in some good and bad examples in practice However, theauthor wanted to bring a different point of view about personal experiences indifferent social and disciplinary settings through a longer timeframe The aim ofthe research is to help the readers to better understand whether teachers' emotionaffected or not by telling narrators' own stories As mentions, narrating may alsoengage and convince the readers The research finding factors affecting teachers'emotions which are based on the teachers themselves narrative may be specificand convinced to the readers

3.5 Researcher’s Role

The researcher plays an important role in qualitative researchmethodology because the researcher is the primary data gatherer (Lincoln &Guba, 1985) Creswell (2013) noted the researcher is a “key instrument” (p.45)

In his words, the qualitative researchers collect data themselves throughexamining documents, observing behavior, and interviewing participants Theymay use an instrument, but it is one designed by the researcher using open-ended questions They do not tend to use or rely on questionnaires orinstruments developed by other researchers (p 45) Since a researcher is aprimary data collector, developing a bond with the participant becomes aninevitable task For this study, the researcher did “establish a close bond with theparticipants” (Creswell, 2012, p 502) With the researcher‟s background ineducation and her experiences from her professional role as instructor in manyeducational institutions, the researcher could relate to the participants‟ stories,establish credibility with participants, and understand the context wheninterpreting data The researcher informed participants of her background andintroduced herself as a female in the education field before the interview.Collaboration between researcher and participants is also critical in collectingand analyzing narrative data (Creswell, 2012) The researcher activelycollaborated with participants and carefully listened to their stories not onlyhoping to make them feel their stories were important and they were being heard(Creswell, 2012), but also to work with the participants to reduce the gapbetween the stories told and the narrative reported (Clandinin & Connelly,2000) The researcher collaborated with the participants throughout the process

of research from “formulating the central phenomenon to deciding which types

of field texts will yield helpful information to writing the final restored story ofindividual experiences” (Creswell, 2012, p 512) Although bonding andcollaborating with participants are essential in qualitative research, theresearcher needed to be cautious about the authenticity of the data Data

distortion may occur when the participants do not tell the real story for one ormore reasons such as fear of telling the true story or simply because of memoryerrors (Creswell, 2012) The researcher‟s goal was to uncover stories told, butthe researcher had to be careful about the possibility of data distortion Toestablish a relationship with participants, so they provided authentic and truthfulresponses, the researcher call to have a casual conversation with each participant

to find out whether they agree or disagree to write a narrative about yourteaching work After that researcher send an invitation email to participants Inthe invitation letter, the researcher explained participants some points that thenarratives should follow, the right to withdraw at any time during the study, andthe anonymity of their identities; and informed participants about the usefulness

of the research findings to the educators who want to address the problemsrelating to teaching and learning

3.7 Sample Design

When designing sampling approaches, a researcher must remember,unlike quantitative research, qualitative research normally studies a fewindividuals or a few cases, because the purpose of a qualitative research is togain an in-depth picture of each individual or site (Creswell, 2012) The

intention is “not to generalize to a population, but to develop an in-depthexploration of a central phenomenon” (Creswell, 2012, p 206) Samplingapproaches between quantitative and qualitative research are different in thesense that quantitative sampling approaches focus on random sampling,selecting representative individuals, and generalizing to population, whilequalitative sampling approaches focus on understanding insights and learningfrom individuals (Creswell, 2012) Accordingly, purposeful sampling was usedand the number of participants was small to gain insights into the phenomenaunder investigation

3.7 1 Participants

Once approved, a pool of potential candidates for research was createdusing the following criteria:

 The potential participants are high school teachers

 The potential participants are currently experienced English teachers in a public school system in Hung Yen (see Table 3.1 for the participant profile)

The researcher checked the educational and professional background of theparticipants through an actual interview before sending invitation email andletter of consent to ensure the accuracy of the information The invitation email(Appendix A), accompanied by the informed consent form (Appendix B), whichexplained the participant‟s right to refuse to participate or withdraw at any timeduring the study, was sent to the potential participants After the potentialparticipants responded to the invitation email and agreed to participate in thestudy, the researcher ask them to write a narrative about their emotion in careerconducted in a one or two - page long narrative The researcher explained anoverview of the study, verified participants‟ qualifications to be included in thestudy, clarified the narrative process, obtained the consent form, verified that thecandidate did not have difficulties articulating her experiences

Table 3.1 Participant profiles (All names are pseudonyms)

Obtained

3.7 2 Sample Size

The number of participants for qualitative studies is generally muchsmaller than that of quantitative studies because the purpose of qualitativeresearch is not to generalize the results (Ritchie, Lewis, & Elam, 2003).Collecting and analyzing qualitative data is a labor-intensive task Using a largesample in qualitative study is time consuming, costly, and impractical Indetermining sample sizes, some scholars provided guidelines for the sample size(Bertaux, 1981; Creswell, 2013; Morse, 1994; Polkinghorne, 1989) Since thepotential participants of this study were thirteen, the sample size of this studywas five, dependent on the number of teacher‟s superintendents who met thecriteria described in the recruitment process

3.8 Data Collection

In a data collection process, a researcher started with the researchquestions in order to decide the types of data that was needed to provide relevant

information that helped to address the research questions Data was collectedsolely through the teacher participants‟ stories.

In this study, five teachers at high school shared their stories about theircareer and the changes of their emotion The stories told provided personalexperiences as well as the factors affecting the changes in their emotions Anarrative of each teacher unfolded the subjective meaning of her careerdevelopment stages and tasks Each story also described critical incidents andthe development of each emotion

3.9 Data Analysis

The analyzed data was primarily from the transcriptions of the narratives.Additional data came from the researcher‟s notes and reflexive journal Inexamining the data, the researcher looked for themes from the content at bothmanifest and latent levels, themes that could be directly observed in the narrativeand the themes lying beneath the narrative (Boyatzis, 2008)

To conduct narrative analysis, data can be analyzed through deductive orinductive thematic analysis approaches (Bruner, 1986) For this study, theresearcher employed both deductive and inductive approaches Deductively, theresearcher, following the guidelines inherent in theory-driven thematic analysis(Boyatzis, 1998), analyzed factors effecting teachers‟ emotion of all participantsbased on predetermined themes Themes were based on Super‟s (1957, 1990)career development theory and Mezirow‟s (1978) transformative learningtheory Inductively, the study also allowed for new themes to emerge

The researcher, in undertaking this study, began the data analysis process

by creating a profile for each participant to present participants in context(Seidman, 2006) Demographic data of all participants were combined into adescriptive statistical format The data to be analyzed were from stories told bythe participants Additional data came from the researcher‟s reflexive journalsand notes

Data analysis in the analysis of the data obtained at the end of this study,the inductive analysis approach was used to analyze the data obtained Thestages of the inductive analysis approach were taken into consideration(Yıldırım & Şimşek (2006, pp 228-240) These stages include: identifying thekey words, categorizing into themes

3.10 Coding of the data into themes.

The following themes were developed from the narratives based on the researchquestion, “What are the factors affecting teachers‟ emotion?” A data (teachers‟narratives) were first read carefully to identify the key words These identifiedkey words are categorized into themes Two pre-defined themes provided thefoundation for the analysis of participants‟ narratives First was the theme ofprofessional commitment by Armstrong (1995) This theme revealed theparticipants‟ commitment referring to the attachment and loyalty associated withthe factors affecting participants‟ emotion in teaching Second, findings related

to Coolahan, (2003) Teacher salary scale has an intimate connection withteacher retention patterns Besides these pre-determined themes, two additionalthemes emerged from this study through inductive analysis: Students,Collegiality Examples of the key words and categories are illustrated in Table3.2 below

Table 3 2 Codes, Categories, and Themes

„teaching love‟, „self-sacrifice‟, „the Professional commitment

desire to become a popular teacher‟,

„professional love‟,

„conscience‟, „human love‟, and

„idealism‟

„the level of students‟, „request for

learning‟

„success‟, „students‟ and „students‟ Students

productivity‟, „students‟ admiration‟

„solidarity‟, „synergy‟, „friendly‟ Collegiality

„unequal distribution of tasks‟, „less

collaboration‟, ,„unfriendly competition‟

„jealous colleagues‟

„low salary‟, „income‟, „raising salary‟ Financial

„can‟t save money „, „teacher‟s living is

not good‟, „Long working hour but

low-paid‟, „satisfied with my current salary‟

As a result of the coding of the data obtained at the end of the research, thefollowing 4 themes were found (1) Professional commitment (2) Students, (3)Collegiality, (4) Financial

3.11 Reliability and Validity Validation

Reliability and validity validation of the study was based on validitystrategies that should be used in the qualitative studies mentioned in Christensen

et al (2011) In order to ensure the theoretical validity of the study, a theorydiversification method was applied and the consistency between the theory andthe data was provided The prepared questions were presented to the fieldexperts together with the research problem The necessary corrections weremade based on the views of the field experts and a pilot interview was held with

a volunteer teacher to test the clarity and the internal validity of the questions Inaddition, during the collection of the data of the participants, follow-up probingquestions were asked as much as possible and the participants were asked to

express their opinions in greater detail Verbatim comments have been included

in the process of making sense of the findings The results obtained at the end ofthe research and the comments made by the participants were checked to ensurethe interpretation validity The process of analysis and interpretation of the datawere supported by findings obtained from the past research in the field

3.12 Summary

This chapter provided a detailed description of the methodology for the conduct

of the study The purpose of this research was to explore the factors affectingteacher‟s emotion

The main research question was: What factors affect high school teachers’ emotion in teaching?

The research site was school districts The participants of this study were fiveteachers The criteria for selecting the participants were that they must be at least

8 - year experience teachers This study employed a qualitative narrativeresearch design and used both deductive and inductive approaches to dataanalysis The data collection began with a 15-minute initial interview viatelephone with each potential participant to ensure that the participantunderstood the research procedure The researcher then sends letter of invitationand letter of consent to the participants and asks them to write a narrative asrequired

For data analysis, the deductive approach following the guidelinesinherent in theory driven thematic analysis was used (Boyatzis, 1998).Deductively, the analysis focused on teaching experiences of all participantsbased on predetermined themes Themes were based on Super‟s (1957, 1990)career development theory and Mezirow‟s (1978) transformative learningtheory The study also allowed for new themes that emerged from an inductiveanalysis that was based on additional reviews of all research materials producedand that used cross-case analysis