Researching Elementary-School Teachers’ Anger, Frustration and Well-Being. An Exploratory Sequential Mixed Method Study
Keywords:
Child, Quality of Life, Well-being, Family Relations, Family Functions, beliefs of teachersAbstract
This study examines how elementary school teachers experience anger, frustration, and well-being across different relational contexts, using an exploratory sequential mixed-methods design. Qualitative interviews and quantitative analyses reveal that teachers’ emotions are not isolated psychological states but arise through events embedded in their relationships with school administration, colleagues, students, and parents. This research extends previous studies – often grounded solely in psychological theories and relying on either quantitative or qualitative data – by applying Kemper’s micro-sociological theory to uncover the causal complexity underlying emotion activation. For example, both qualitative and quantitative findings indicate that anger and frustration are generated through specific events occurring in teachers’ relationships with school administration (e.g., anti-institutional behavior) and with parents (e.g., socialization patterns conflicting with school culture).
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