Good teaching feels good—but what is “good teaching”? Exploring teachers’ definitions of teaching success in mathematics

Who Enjoys Teaching, and When? Between- and Within-Person Evidence on Teachers’ Appraisal-Emotion Links

“…For example, a student would not fear a test per se, but test anxiety will be aroused once the student judges the chances of failing the test as sufficiently high, and their potential to avoid this failure as low. In the context of teaching, appraisal theory has been used in Frenzel's reciprocal model of teacher emotions (Frenzel et al, 2009;Frenzel, 2014;Jacob et al, 2017). This model (Figure 1) describes appraisal antecedents of teachers' emotions, as well as the effects of teacher emotions for student behaviors, and proclaims that the latter are linked through reciprocal causation through recursive feedback loops.…”

“…Therefore, it is essential to understand which goals teachers may strive to achieve during their teaching. The identification of potential key teaching goals as proposed within Frenzel's reciprocal model of teacher emotions (Frenzel et al, 2009;Frenzel, 2014;Jacob et al, 2017) was informed by different theoretical approaches. First, by Tschannen-Moran and Woolfolk Hoy's ( 2001) threefold conceptualization of teaching efficacy comprising efficacy for instruction, student involvement, and classroom management.…”

“…Third, it took into account Butler's notion of teacher relational goals (i.e., their striving to connect with children; Butler, 2012;Butler and Shibaz, 2014). Integrating across those approaches, Frenzel and colleagues (Frenzel, 2014;Jacob et al, 2017) suggested that most teachers should have four key goals they strive to attain during their teaching, which are (1) high student performance, (2) high student motivation; (3) high student discipline 1 , and (4) high quality of teacher-student relationships. With those goals in mind, teachers are proposed to continually observe their students' behaviors, and make corresponding appraisals.…”

“…Furthermore, teachers' judgments pertaining to those goals based on their perceptions of their students' behaviors should form the basis of their appraisals (denoted by the curly bracket in Figure 1). Four different appraisals are proposed to be relevant for teachers (Frenzel et al, 2009;Frenzel, 2014;Jacob et al, 2017): (1) goal attainment (or goal consistency/conduciveness) in terms of judgments to what degree the goal is met, (2) coping potential in terms of judgments of feeling capable of solving the problem in case of goal non-attainment, (3) accountability in terms of judgments who is responsible for the attainment or nonattainment of a goal, and (4) goal importance in terms of the relevance attached to the attainment of the particular goal.…”

Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career

“…The third approach advanced by is competenceoriented, building on the notion that positive emotions arise from improvements in competence. For example, improved classroom management skills or student communication skills can decrease negative emotions and increase positive emotions (Sutton, 2007;Jacob et al, 2017). Therefore, sustainably facilitating teacher professional development can contribute to teachers experiencing more positive emotions.…”