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Abstract
This ethnographic research study explores teachers specific emotions during a comprehensive school reform initiative. Existing literature on teachers work, teachers specific emotions, and teachers emotions under education reform provides a foundation for understanding teachers emotions in circumstances of change. However, little research links these bodies of literature to show the relationship between the emotional nature of teachers work, the support or challenge presented to teachers through educational reforms, and the specific emotions that result from such reforms. This study focuses on a public school that was failing to meet the standards mandated by No Child Left Behind legislation. The teachers and administrators at the school collaborated with the local university, the school district, and the community in order to improve student achievement. Through observation, interviews, and archival material, this study seeks to examine teache rs specific emotions during critical incidents that occurred during the period of reform and to explore teachers specific emotional responses to these incidents. The findings illustrate that teachers became angry when their power decreased after the school district broke its promise to provide financial and administrative support. The teachers also experienced fear and intimidation when their professional selves were challenged. However, with the support of a literacy coach and university faculty they reconstructed their perceptions of their professional selves, leading to improvements in student achievement and their own instructional practices. These positive changes led to emotions of pride and excitement. The study provides recommendations for state and local school administrators and highlights implications for future research.