The SAGE Handbook of School Organization presents a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights the dynamics and interplay of the political, social, historical and cultural contexts of the field. This volume is designed to provide a much-needed critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organizations operate. Part I: Schools as organizations; Part II: The leadership, management and governance of schools as organizations; Part III: Theoretical perspectives on schools as organizations; Part IV: Organizing in schools; and Part V: Researching schools as organizations.
Chapter 13: Feelings, Moods, and Emotion in Schools: Affective Perspectives
[Page 210]Emotions, moods, and other affective concepts are an integral part of all human and social experiences. Emotions are defined as multifaceted, short, and intense experiences that arise when one identifies events as having the potential to cause harm or promote one's goals (Scherer, 2005). They are often accompanied by physiological arousal and facial expressions, and even tendencies for action (Berkovich & Eyal, 2015). In addition to emotions, individuals may experience longer and less target-focused affective reactions, which are generally referred to as moods. Moods operate in the cognitive background, with no specific target, and generally persist for long periods ...