Emotional aspects of extra-role behaviours in prevention education: insights from interviews with exceptional teachers and school principals

Abstract

This study aimed at obtaining a greater understanding of the emotional aspects for teachers’ of extra-role activities in drug and alcohol prevention education that are subjectively perceived by principals and teachers as discretionary and non-formally prescribed. The study also exposes the determinants affecting these activities. Based on interviews with 40 Israeli educators, it was found that extra-role activities in prevention education, such as thorough monitoring of at-risk students, personal conversations/guidance and strong involvement in school projects are embedded with emotions such as empathy, caring and sensitivity. Similarly, both negative emotions such as fear and disguise and positive emotions such as positive feedback and emotional commitment are among the major determinants of teachers’ extra-role activities. Theoretical and practical implications are suggested.

Keywords:

• emotions
• extra-role activities
• prevention education
• emotional commitment

Acknowledgments

The research was supported by a grant from the Israel Anti-Drug authority. The author is indebted to its former chief scientist’s assistance and support in conducting the data collection.

Notes

1. The full name is drug and alcohol prevention education. Due to the shortage of space, I use the last two words of this name within the text.