Review of research on teacher emotion during 1985–2019: a descriptive quantitative analysis of knowledge production trends

Abstract

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.

Modeling the interplay between emotion regulation, self-efficacy, and L2 grit in higher education

“…Regarding Language TER, recently a model was proposed by Heydarnejad et al (2021b) . This model was generated based on the existing literature on TER (e.g., Burić et al, 2017 ; Chang, 2020 ; Chang and Taxer, 2020 ; Richards, 2020 ; Alipour et al, 2021 ; Chen and Cheng, 2021 ), ER ( Gross and Thompson, 2007 ; Taxer and Gross, 2018 ) in particular, Gross’ process model of ER (1998a,b, 2014). This suggested model for language TER involves six dimensions as following: situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support.…”

Measuring Language Teacher Emotion Regulation: Development and Validation of the Language Teacher Emotion Regulation Inventory at Workplace (LTERI)

“…For this purpose, the existing literature on emotion regulation, especially teacher emotion regulation, was reviewed. Based on the present though limited literature on the concept of teacher emotion regulation (e.g., Burić et al, 2017 ; Tsang and Jiang, 2018 ; Chang, 2020 ; Richards, 2020 ; Alipour et al, 2021 ; Chen and Cheng, 2021 ), emotion regulation (Gross and Thompson, 2007 ; Taxer and Gross, 2018 ) in particular, Gross' process model of emotion regulation (Gross, 1998 , 2014 ), as well as a semi-structured interview with 22 EFL teachers, a model of language teacher emotion regulation was designed. After investigating the content validity of the inventory by a group of experts, exploratory and confirmatory analyses were utilized to examine the construct validity of the proposed six-dimensional model, i.e., situation selection, situation modification, attention deployment, reappraisal, suppression, and seeking social support.…”

“…Among different emotions that teachers experience at work, they are expected to express pleasant emotions such as happiness, joy, and pride but down-regulate unpleasant emotions such as anger, frustration, and anxiety (Schaubroeck and Jones, 2000 ). In a pool of daily experienced emotions, teachers as the center of the class are supposed to avoid expressing too strong and too weak emotions (Chen, 2020 ; Chen and Cheng, 2021 ). To this end, teachers' emotion regulation strategies are fundamental which can promote their professional well-being and growth.…”

“…As it was mentioned before, research in the domain of teacher emotion regulation is still in its infancy and calls for more attention (Jiang et al, 2016 ; Burić et al, 2017 ; Taxer and Gross, 2018 ; Chang, 2020 ; Chen and Cheng, 2021 ). Moreover, not enough is yet explored about the contextual triggers and components of language teacher emotion regulation (Richards, 2020 ; Alipour et al, 2021 ).…”

“…In other words, the more teachers regulate their emotions, the more they are able to employ their mental faculties and in consequence, effective teaching is guaranteed (Alipour et al, 2021 ; Heydarnejad et al, 2021 ). More specifically, the attachment of rationality with emotionality as the two wings of teachers leads to efficient teaching (Chen and Cheng, 2021 ).…”