Primary school teachers’ restricted and elaborated anger

Abstract

This article examines the cognitive appraisals associated with the emotion of anger based on interviews with teachers. An analysis of these appraisals demonstrated that teachers experienced different forms of anger depending on whether they were relating to other adults or their pupils. Anger in relation to children was based on persistent goal blockage, the build up of frustration and the assignment of blame. Such anger, referred to here as restricted anger, was expressed at the time and seemed to involve limited cognitive elaboration. By contrast, anger in relation to parents and colleagues was associated with blaming others for having brought about an unfair/unjust outcome and a perceived threat to self. Such anger, referred to here as elaborated anger, was not displayed immediately but appeared to be cognitively dwelled upon and maintained. These two forms of anger and their appraisals are examined and their implications for teachers and teaching considered.

Keywords:

• emotions
• anger
• cognitive psychology
• primary education
• teachers

Acknowledgements

This article is part of a doctoral research project on teachers’ emotions at work. I wish to thank Professor Philip Dewe for his consistently helpful guidance. I would like to thank the teachers who took part in the study for their time and interest in this project. I am also grateful to Professor David Hargreaves and Dr Nelida Fuccaro for reading and commenting on earlier drafts of the article.