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.
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