This current review of research tells a richly detailed story of the evolving intellectual structure of teacher emotion research during 35 years starting from 1985 until 2019, through identifying 812 articles and using a descriptive quantitative analysis approach. The developmental trend reveals a substantial change in the volume of publications recently, although the overall volume of research is still relatively low. Findings identify that, although quantitative methods were the most commonly used, qualitative and mixed methods of research have undergone a marked increase in the past ten years. However, as the majority of articles have been exploratory-oriented, intervention and experimental studies are largely lacking, resulting in the “so-what” story being missing. A functionalist perspective suggests that knowledge production in teacher emotion research is either at a late first stage or an emerging second stage. This effort lays a foundation on which to interpret the evolution of the teacher emotion literature.

The current study explores teacher leaders' emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note that pride negatively affected teacher professionalism through collegial trust. Implications and future directions are proposed in the form of theory and practice.

Student subjective well‐being (SWB) is increasingly incorporated into today’s education policies and positive education movements. There is a growing interest in how well schools promote student well‐being, especially for disadvantaged students, e.g., the academically at‐risk, and which factors affect this process. This study investigates how teachers and academically at‐risk students perceive SWB and its influential precursors in a high school in China. The influential precursors in the present research were allocated into four dimensions, namely contextual factors, school factors, family factors, and individual factors. Via semi‐structured individual interviews with 12 teachers and 18 students for about one hour and content analysis of the interview data, the responses revealed that while students tended to have a superficial understanding of well‐being, traditional concepts about studying, blind filial piety, peer relations, and self‐efficacy were important factors shaping and influencing their SWB. These findings can inform the development of inclusive education policies concerning student SWB and the intervention and prevention systems of schools in both local and international contexts. Recommendations for organising lectures for parents and implementing programs providing instruction on SWB‐related skills for students are proposed to support academically at‐risk students, aiming to achieve the educational goal of success for all.

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