Emotions at work: Call for investigation of the affective side of teacher identity
Emotions at work: Call for investigation of the affective side of teacher identity

Summary/Abstract: The present article aims to scrutinize teacher emotions as an important affective component of constructing teacher identity. Werbińska’s (2017) model of teacher identity, and, more precisely, her proposed concept of discontinuity, is used as the theoretical framework of this paper. It is believed that unexpected change and discontinuity resulting from rapid educational reforms and a neoliberal economy affect teacher well-being. Consequently, it is argued that discontinuity induces mainly negative feelings while continuity, if guaranteed, fosters mainly positive feelings. This observation should be used as an argument for promoting stability in the teaching profession if quality teaching is to be maintained. Furthermore, suggestions for future research on teacher affectivity are given.

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