Teaching this class drives me nuts! - Examining the Person and Context Specificity of Teacher Emotions

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female),we examined the role of person, academic subject, and group of students for teacher emotions;focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom

Measuring teachers' enjoyment, anger, and anxiety : The Teacher Emotions Scales (TES)

The emotions of teachers are considered relevant not only for their own well-being but also for the functioning of classrooms. Nevertheless, research on teacher emotions has been slow to emerge, and scales for their assessment via self-report are generally lacking. In the present research we developed four-item scales for three emotions considered most relevant in the context of teaching: enjoyment, anger, and anxiety (Teacher Emotions Scales, TES). Based on data of 944 teachers, we tested German and English language versions of the TES for reliability, internal and external validity, and cross-language equivalence, while exploring the utility of both a general and a student-group specific variant. All scales proved to be highly reliable, and confirmatory factor analysis supported internal validity by showing that three-factor models (enjoyment, anger, and anxiety) were superior to single-factor or two-factor (positive vs. negative affect) models. The external validation analyses provided consistent evidence for theoretically meaningful relations with teachers' general affect, burnout, job satisfaction, and teacher self-efficacy. These findings were robust across multiple studies. In addition, consistent relationships with student ratings of teaching behaviors were found. Analyses of measurement invariance revealed that the English and the German language versions were fully structurally equivalent und displayed metric invariance

Emotion transmission in the classroom revisited: A reciprocal effects model of teacher and student enjoyment

Enjoyment is one of the most relevant and frequently experienced discrete emotions for both teachers and students in classroom learning contexts. Based on theories of emotion transmission between interaction partners, we propose a reciprocal effects model linking teachers’ and students’ enjoyment in class. The model suggests that there are positive reciprocal links between teachers’ and students’ enjoyment and that these links are mediated by teachers’ and students’ observations of each other’s classroom behaviors. The model was tested using 3-wave longitudinal data collected across the 1st 6 months of a school year from N = 69 teachers (78% female) and their 1,643 students from Grades 5 to 10 (57% female). A multilevel structural equation model confirmed our mediation hypotheses. Teacher enjoyment at the beginning of the school year (Time 1 [T1]) was positively related to student perceptions of teachers’ enthusiasm during teaching 4 weeks later (T2), which was positively related to student enjoyment at midterm (T3). Further, student enjoyment at T1 was positively related to teacher perceptions of their students’ engagement in class at T2, which was positively related to teacher enjoyment at T3. This study is the first to provide longitudinal evidence of reciprocal emotion transmission between teachers and students. Implications for future research and teacher training are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved

Correlations for teaching enjoyment, anger, and anxiety between mathematics and physics and between student groups (Study 2).

<p>Correlations for teaching enjoyment, anger, and anxiety between mathematics and physics and between student groups (<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0129630#sec015" target="_blank">Study 2</a>).</p

Variance components at the teacher, student group, and class period level (Study 2).

<p>Variance components at the teacher, student group, and class period level (<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0129630#sec015" target="_blank">Study 2</a>).</p

Correlations for teaching enjoyment, anger, and anxiety across subjects (Study 1).

<p>Correlations for teaching enjoyment, anger, and anxiety across subjects (<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0129630#sec006" target="_blank">Study 1</a>).</p

Variance Components at the Teacher and Class Period Level (Study 1).

<p>Variance Components at the Teacher and Class Period Level (<a href="http://www.plosone.org/article/info:doi/10.1371/journal.pone.0129630#sec006" target="_blank">Study 1</a>).</p

Teaching This Class Drives Me Nuts! - Examining the Person and Context Specificity of Teacher Emotions

Teachers' emotions are critically important for the quality of classroom instruction, and they are key components of teachers' psychological well-being. Past research has focused on individual differences between teachers, whereas within-teacher variation across contexts has rarely been considered. As such, the present research addresses the long-standing yet unresolved person-situation debate pertaining to the emotional experiences of teachers. In two diary studies (N = 135, 70% female, and N = 85, 28% female), we examined the role of person, academic subject, and group of students for teacher emotions; focusing on three of the most salient emotions found in teachers: enjoyment, anger, and anxiety. Findings from multi-level analysis confirmed the person specificity of enjoyment, anger, and, in particular, anxiety. In addition, underscoring the existence of within-teacher variability, findings supported that teachers' emotions considerably varied depending on the subject and group of students taught, particularly so for enjoyment and anger. Implications of the person and context specificity of teacher emotions are discussed in relation to assessments and intervention programs aiming to improve teachers' emotional lives in the classroom

Erratum to: Guidelines for the use and interpretation of assays for monitoring autophagy (3rd edition) (Autophagy, 12, 1, 1-222, 10.1080/15548627.2015.1100356

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