ABSTRACT
The chapter analyzes how teachers’ emotional experiences are influenced by the school administrative system. According to the findings, it is easier for teachers to feel negative in teaching if they work in an “unhappy school” rather those who work in a “happy school”. This is because the “unhappy school” tends to disempower the teachers in teaching through the administrative practices of strict and non-instructional-oriented supervision, closed mode of communication, and low level of trust and consideration. These administrative practices not only disempower the teachers to exercise control over the labor process in teaching, but also recognize the “instructional” values of the assigned and decided work by the school administrators. On the other hand, the “happy school” tends to exercise the administrative practices of mild and instructional-oriented supervision, open mode of communication, and high level of trust and consideration, which are inclined to empower teachers to teach and identify the “instructional” values of their work.
