The two goals underlying this study were to provide the first data on how educators feel about learners' emotional displays, and to relate those viewpoints to their interactive behavior in specific learning environments. Prior to this investigation there was no literature addressing the socialization of emotion in schools, in fact, the bulk of discussion of displays of emotion in schools reflected the posture that children's emoting is intrusive to the goals of the classroom. The role of most educators in the "emotional development of children" has been as detectors of disturbances; their role as integral members of the socialization process had been ignored. This study provides insight into an educator's role in the process of emotion socialization and examines the relationship between educators' conceptions about emotional displays and their interaction with learners. (25 references) (Author)