Effects of Teachers’ Emotions in Teaching and Learning in the Foundation Phase

Distance Education During Covid-19: The Perspective of Slovak Teachers

“…Specifically, in the group of upper-secondary school teachers, anxiety related to the COVID-19 was associated with more frequent 'verbal assessment of students', but perceived risk of COVID-19 was related to the more frequent 'assessment of students using marks'. Previous research showed that emotions were determinants of teachers' burnout risk (Frenzel et al, 2009), emotional exhaustion (Näring al., 2006), well-being (Diener & Chan, 2011;Näring et al, 2011), and work performance (Frenzel et al, 2009;Yoo & Carter, 2017), and changes in teachers' emotions-as in present study-might have negative consequences, from the loss of control and negative behavior (Makhwathana et al, 2017) to less effective teaching (Frenzel et al, 2016;Makhwathana et al, 2017 as well as present results). Present findings further support previous ones that personality is associated with teachers' work engagement, job satisfaction, performance and retention outcomes (Klassen & Tze, 2014;Kokkinos, 2007;Perera et al, 2018;Rockoff et al, 2011).…”

“…On the other hand, Irvine (2019) in an extensive literature review did not find enough evidence for the positive effect of experience on teachers' effectiveness. Moreover, longer teaching experience contributes to lower positive affect among teachers (Fernández-Berrocal et al, 2017) which is related to less effective teaching (Frenzel et al, 2016;Makhwathana et al 2017). Moreover, Shohel (2012) drew attention to the basic predictors of effective work in the implementation of distance education -flexibility and adaptability of teachers in the qualified mastery of new information technologies so that teaching is quality and attractive for students.…”

“…Emotions are viewed as important determinants of teachers' burnout risk (Frenzel et al, 2009), well-being (Diener & Chan, 2011;Näring et al, 2011), and work performance (Frenzel et al, 2009). Moreover, teachers' emotions are associated with teacher quality and relationship with students (for review of studies, see Frenzel et al, 2016): positive emotions are related to effective teaching (Frenzel et al, 2016;Makhwathana et al, 2017) and negative emotions frequently result in loss of control and negative behavior (Makhwathana et al, 2017). Teacher's performance may suffer owing to high levels of stress and this may impact on student learning (during distance education, too; Ferguson et al, 2017), and school reform (in our research study the term reform is associated with transformation of education due to the coronavirus pandemic) revealed potentially high levels of emotional stress triggered by externally mandated performance criteria (Yoo & Carter, 2017).…”

The Influence of Counsellor Trainee Support on Public Speaking and Foreign Language Speaking Anxiety in the Class Setting

“…Learners are usually skilful in identifying teachers' emotions as emotions are accompanied by physiological changes and behavioural manifestations (Keltner & Ekman, 2000). Negative emotions displayed by a teacher create problems if and when they negatively influence learners' performance (Klusmann, Richter, & Lüdtke, 2016;Makhwathana, Mudzielwana, Mulovhedzi, & Mudau, 2017) and the nature of teacher-student interactions (Stuhlman & Pianta, 2002). While negative deactivating emotions on the part of the teacher create an undesirable classroom atmosphere, positive activating emotions render an encouraging influence on student learning (Pekrun, Goetz, Titz, & Perry, 2002).…”

“…Hence, it is important to design intervention studies that support student teachers in coping with anxiety before they start their professional teaching career. The capacity to regulate emotions is important for teachers, however, not all people have the skill to do it successfully (Makhwathana et al, 2017). Hence, one of the goals of teacher training programs at universities should be identifying the factors that produce negative emotions for prospective teachers and find remedies before they step into their professional life.…”