Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

Chen, Junjun

doi:10.1111/bjep.12220

Cited by 107 publications

(92 citation statements)

References 57 publications

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“…Literature recognises emotions as a significant factor that contributes to the teaching experience and impacts educators' beliefs, judgements and motivation (Chen, 2018;Schutz et al, 2006). However, empirical research on the emotional perspectives of teaching in higher education continues to be scarce.…”

Section: Literature Reviewmentioning

confidence: 99%

Educators’ emotions involved in the transition to online teaching in higher education

Naylor

Nyanjom

2020

Higher Education Research & Development

112

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Higher education (HE) has seen a growing trend towards online study. However, teaching is deeply connected to one's beliefs, values, commitments and to relationships with students. A change in the mode of instruction and pedagogy has the potential to disrupt these deep and personal connections giving rise to an emotional response. The purpose of this phenomenological study was to explore the nature and significance of emotions in HE educators transitioning to online teaching. Findings indicate a dynamic relationship between the type of emotional responses and the amount of institutional support. Based on the type of emotional response and amount of support, four emergent orientations of educators are presented: Futuristic, Ambivalent, Disillusioned and Cautious. Implications for practice are also presented.

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Section: Literature Reviewmentioning

confidence: 99%

Educators’ emotions involved in the transition to online teaching in higher education

Naylor

Nyanjom

2020

Higher Education Research & Development

112

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“…As the theory of planned behavior affirms (Ajzen, 2005), the attitudes of individuals constitute the best predictor of their behavior. In this sense, one of the aspects that most frequently seems to positively affect inclusive education (IE) in the classroom is related to the attitudes and beliefs of teachers, whether they are professionally in-service teachers (de Boer et al, 2011;Chen, 2018;Glock et al, 2018) or future teachers (Sharma et al, 2014). In addition, attitudes are not innate but learned (Ajzen, 2005).…”

Section: Attitudes Toward Inclusive Educationmentioning

confidence: 99%

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

et al. 2020

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The Sentiments, Attitudes, and Concerns About Inclusive Education Revised scale was developed to close the existing gap in measuring perceptions of inclusive education in the educative context. It has been widely used in other cultures but not in Spain. Our objective has been to analyze the psychometric properties in the Spanish sample by studying their relationship with empathy and social dominance variables, finally taking into account sociodemographic variables to observe if there are differences. The scale was applied to a total of 647 subjects: 323 university-students (18-45 years) and 324 in-service teachers (35-58 years). The scale showed psychometric properties suitable for the general group, the students, and the teachers. Likewise, the female students showed a more positive attitude toward inclusion, and these attitudes were associated with empathy and social dominance. This version of the Sentiments, Attitudes, and Concerns about Inclusive Education Revised is a useful tool for measuring the inclusive attitudes of undergraduate education students and in-service teachers.

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“…Classrooms and schools are flooded with emotions which highlights the significance of teacher emotions (Hargreaves, 2005;Day and Gu, 2013). Existing research has found that teacher emotions influence not only their instructional choices (Chen, 2019), well-being (Burić et al, 2019), and effectiveness (Huang et al, 2019b) but also their students' emotions (Frenzel et al, 2018), the teacher -student relationship , and learning outcomes (Burić, 2019). Given that teaching is full of emotions, how teachers manage their emotions becomes an important matter of interest.…”

Section: Introductionmentioning

confidence: 99%

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

2020

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The current study aimed to investigate excellent teachers' emotional journey, particularly, the trajectory of emotional experiences and emotional labor strategies at different career phases. The research used a case-study approach to explore the storied experience of two teachers (female and male) who were bestowed the Provincial Excellent Teacher Award. They were close to retirement so they could retrieve emotional experiences from across their entire career. Individual semi-structured interviews were utilized as a major data source, supplemented with relevant documentation and phone calls to achieve data triangulation. Thematic analysis was adopted to deal with data. The findings demonstrated a dynamic pattern of emotions and emotional labor, transiting from one teacher career stage to another. It was observed that the female teacher experienced mixed emotions but the male teacher had more negative emotions at the early stage. Both teachers claimed more positive emotions in the middle stage and a high level of satisfaction in the late stage. Both of them employed genuine expression and surface acting strategies in the first two stages. In the late stage, the female teacher used a combination of genuine expression and deep acting with more empathy, whilst the male teacher adopted a combination of surface acting and genuine expression aiming for a neutral atmosphere. Social values, organizational demands professional self, and gender are discussed for possibly resulting in these discrepancies.

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Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach

Abstract: Identifying this pattern of relationships will contribute to understanding the reasons why new teaching strategies are often not adopted despite well-designed professional programs and educational reform and will provide implications for teaching improvement through teacher emotion.

Cited by 107 publications

References 57 publications

Educators’ emotions involved in the transition to online teaching in higher education

Educators’ emotions involved in the transition to online teaching in higher education

Attitudes, Sentiments, and Concerns About Inclusive Education of Teachers and Teaching Students in Spain

Emotional Trajectory at Different Career Stages: Two Excellent Teachers’ Stories

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