Interview and Survey Questions 67

This study included both structured survey and semi-structured interview questions. The survey questions informed sub group populations within the participant pool. The interview included a variety of exploratory and open-ended questions. According to Seidman (2006), “interviewing provides access to the context of people’s behavior and thereby provides a way for researchers to understand the meaning of that behavior” (p. 10). The survey and interview questions originated from a combination of the literature review, emerging conceptual frameworks and research questions (as seen in Table 9). Due to the exploratory nature of this study and the lack of research in this field, there was not a pre-developed and tested tool available for the study. Pilot interviews conducted with participants mimicking the sample helped to refine the developed tool. Following the pilot study, alterations to both the delivery method and some of the interview questions reflected a need for more in-depth responses. Prior to the pilot study, the delivery method involved a question and answer approach, which did not elicit a wealth of responses. Format modifications resulted in a conversational approach, allowing participants to continue to discuss their interactions with students, offering a more in-depth answer to each question.

Question modification including potential cues or follow up questions to encourage participants to offer in-depth answers and descriptions. The final version of the interview tool is located in Appendix E.

Table 9 Derivation of the Interview Questions

Interview Question Research Question Framework Source(s)

IQ 1: Describe the times you have had strong negative feelings in the classroom.

RQ 1: How do educators describe the emotional labor they experience during negative teacher-student interactions?

Emotional Labor

During times of contention there are heightened emotions

Coleman et al., 2014 Gillies, 2011 Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Jensen, 2005

Moriarty, 2009

Morris & Feldman, 1996 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003 IQ 2: Describe a recent event

where you had a negative interaction with a student.

RQ 1: How do educators describe the emotional labor they experience during negative teacher-student interactions?

Emotional Labor Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Morris & Feldman, 1996 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003 IQ 3: How did you feel

during that event? Can you describe your emotions?

RQ 1: How do educators describe the emotional labor they experience during negative teacher-student interactions?

Emotional Labor Surface and Deep Acting During times of contention there are heightened emotions

Coleman et al., 2014 Gillies, 2011 Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Jensen, 2005

Moriarty, 2009

Morris & Feldman, 1996 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003 IQ 4: What were your visible

facial expressions during the event?

RQ 2: Are there emotional display rules educators report they follow during negative teacher-student interactions? What are those rules?

Emotional Display Rules Gross, 2008

Isenbarger & Zembylas, 2006

Kitching, 2009 Mackenzie, 2012 Schutz & Lee, 2014 Schutz & Pekrun, 2007 Sutton & Wheatley, 2003 Zembylas, 2005

IQ 5: How would you describe your body language or tone of voice during the event?

RQ 2: Are there emotional display rules educators report they follow during negative teacher-student interactions? What are those rules?

Emotional Display Rules Gross, 2008

Isenbarger & Zembylas, 2006

Kitching, 2009 Mackenzie, 2012 Schutz & Lee, 2014 Schutz & Pekrun, 2007 Sutton & Wheatley, 2003 Zembylas, 2005

Table 9 (Continued)

Interview Question Research Question Framework Source(s)

IQ 6 – 10: Other examples RQ 1: How do educators describe the emotional labor they experience during negative teacher-student interactions?

RQ 2: Are there emotional display rules educators report they follow during negative teacher-student interactions? What are those rules?

Emotional Labor Surface and Deep Acting Emotional Display Rules During times of contention there are heightened emotions

Coleman et al., 2014 Gillies, 2011 Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Isenbarger & Zembylas, 2006

Jensen, 2005 Kitching, 2009 Mackenzie, 2012 Moriarty, 2009

Morris & Feldman, 1996 Schutz & Lee, 2014 Schutz & Pekrun, 2007 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003 Zembylas, 2005

IQ 11: Can you describe any pre-service training you received on emotions or emotion management?

RQ 3: What training do educators report they receive on the use of emotional display rules during negative teacher-student interactions?

Prior training can aid in de- escalation of negative situations

Alvarez, 2007 Chang, 2009 Kerr & Valenti, 2009 Moriarty, 2009 IQ 12: Can you describe any

relevant professional development session from either your current or former employers?

RQ 3: What training do educators report they receive on the use of emotional display rules during negative teacher-student interactions?

Prior training can aid in de- escalation of negative situations

Alvarez, 2007 Chang, 2009 Kerr & Valenti, 2009 Moriarty, 2009 IQ 13: Have you done any

research or reading on emotions or emotion management?

RQ 3: What training do educators report they receive on the use of emotional display rules during negative teacher-student interactions?

Prior training can aid in de- escalation of negative situations

Alvarez, 2007 Chang, 2009 Kerr & Valenti, 2009 Moriarty, 2009 IQ 14: How do you think an

understanding of the emotions teachers experience during negative teacher- student interactions might influence your work?

RQ 1: How do educators describe the emotional labor they experience during negative teacher-student interactions?

Emotional Labor

During times of contention there are heightened emotions

Prior training can aid in de- escalation of negative situations Alvarez, 2007 Chang, 2009 Coleman et al., 2014 Gillies, 2011 Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Jensen, 2005

Kerr & Valenti, 2009 Moriarty, 2009

Morris & Feldman, 1996 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003 IQ 15: In what ways can

schools assist you in learning about these emotions?

RQ 3: What training do educators report they receive on the use of emotional display rules during negative teacher-student interactions?

Emotional Labor

Prior training can aid in de- escalation of negative situations

Alvarez, 2007 Chang, 2009 Glomb & Tews, 2004 Grandey, 2000 Gross, 2008

Hochschild, 1983/2012 Kerr & Valenti, 2009 Moriarty, 2009

Morris & Feldman, 1996 Schutz & Zembylas, 2009 Sutton & Wheatley, 2003