The emotional politics of teaching and teacher development: with implications for educational leadership

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Abstract
This paper explores the emotions of teaching and teacher development in times of rapid change. It treats the emotional lives of educators not only as matters of personal disposition or commitment, as psychological qualities that emerge among individuals, but also as social and political phenomena that are shaped by how the work of teaching is organized, structured and led. The paper develops a conceptual framework of seven interrelated elements that are formed by sociological and social‐psychological literature, to cast light on how emotions are located and represented in teachers’ work and professional development. The paper closes with ten implications and recommendations for leaders and policymakers to embrace and engage the emotions as part of their own and other educators’ work.

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