Abstract
The aim of this research is to determine the reasons for the anger levels of teachers and administrators considering some variables and to recommend sustainable changes to the school system. To analyse the data the Kruskal−Wallis test and other statistical measures were used. The results show that while there is no significant relationship with gender, other seniority and socio-economic status of teachers in the sixth, seventh, and eighth grade have meaningfully higher anger test points than primary and high school teachers. The external anger points are significantly lower among the teachers who like their professions versus those who do not like their profession. As a result, sustainable anger management programmes in schools via seminars or training sessions can contribute to changing teachers’ attitudes towards their students by providing information about the nature of adolescence, and solutions to addressing the challenges of working with them.
Highlights
Anger is generally defined as a strong feeling of displeasure, annoyance, and hostility of a person arising from indignation, being criticized, despised, or obstructed In the dictionary of psychology, anger is defined as an intensive and negative feeling occurring obstructed attacked, threatened, feeling bereft and generally results in the intention to cause harm to objects
The research made by Cummings, Vogel, Cummings and Sheikh (1989) into the effects of anger expression style of adults and the relationship with their children shows that the aggressive behaviours of adults create stress and anger in children and they give the same negative reactions towards adults
The Trait Anger and Anger Expression Scale and personal data of the teachers are used in the study
Summary
Anger is generally defined as a strong feeling of displeasure, annoyance, and hostility of a person arising from indignation, being criticized, despised, or obstructed In the dictionary of psychology, anger is defined as an intensive and negative feeling occurring obstructed attacked, threatened, feeling bereft and generally results in the intention to cause harm to objects. Families, and guardians at home, and teachers, administrators and other school personnel at schools have responsibilities to control their aggression so as not to create negative and traumatic effects on children. The research made by Cummings, Vogel, Cummings and Sheikh (1989) into the effects of anger expression style of adults and the relationship with their children shows that the aggressive behaviours of adults create stress and anger in children and they give the same negative reactions towards adults
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
