Citation:Walifa Rasheed-Karim (2022) A Qualitative Investigation of Further Education (Fe, U.K.) Teachers’ Appraisal of Emotions, British Journal of Education, Vol.10, Issue 3, pp. 42-72,
Abstract: This paper reports that appraisal of emotions by further education (FE) teachers will enable the operationalisation of improving their wellbeing. The paper sets the context and methodological approaches for investigating the use of emotions by two, experienced FE teachers. The research reported concludes that teachers experience emotions, and these may cause distress as well as engender positive emotions. Stressors (leadership styles, job insecurity and policies) bring about experiences of emotions as well as thoughts of how to manage these. Teachers varied in their use of emotions due to job roles- lead teacher opposed to a supply level teacher’s role and appraised situations because of role types. Policy and leadership practices influenced the management of emotions for the teachers. Job design as well as how emotions are appraised in conditions such as job insecurity and leadership types should be further investigated across FE teachers’ level of experiences and age ranges.
Keywords: Emotions, Teachers, appraisal strategies, further education
Exploring the Effect of Emotions on Mobility-Disabled Tourists’ Experience at Museums (Published)
This paper aims to assess the effect of perceived quality of museum physical environment on emotions and behavioral intentions of mobility-disabled visitors and to test the mediating role of emotions between perceived quality and behavioral intentions in the museum context. A survey questionnaire is developed and then tested for reliability and validity using a sample of museum mobility-disabled visitors. EFA and CFA were used to identify factors and to assess model validity. SME was performed to test the hypothesized relationships. The accessibility dimensions of the museum physical environment were the key factors affecting the disabled emotional affect. Results revealed that the negative emotions have a greater impact on visitors’ behavioral intentions than positive emotions. Furthermore, the study shows that emotions play a mediating role between museum physical environment and behavioral intentions. The study provides museum managers with a conceptual and empirically verified framework that captures disabled visitors’ perceptions of museum physical environment and the potential effect of emotions on behavioral intentions. Therefore, museum managers can assess the quality of certain services designed for visitors with special needs. This study serves as an exploratory research that investigates the effect of emotions on the disabled experience thus providing a better understanding of the emotional side of mobility-disabled tourist experience.
Keywords: Emotions, Mobility-Disabled, Museum Physical Environment
Analysing Qualitative Data Using Facial Expressions in an Educational Scenario (Published)
In communication, both verbal and non-verbal means ensure that a message is conveyed, and facial expressions are acknowledged as one of the most influential factors in non-verbal communication. Facial Analysis Coding System (FACS) is a tool to analyse data other than the spoken language to improve a researcher’s reading of an interviewee’s emotions, and proposes a methodology to support the annotation process of facial expressions in a piece of communication. This study investigates an applied framework for FACS in an educational scenario. The study combines both the computerised and manual entries in the applied method. The study addresses the challenges, findings and recommendations of this applied method.
Keywords: Emotions, Facial Expression, Non-Verbal, Reliability, Software, qualitative