Teacher emotions: relational antecedents and consequences

Hascher, Tina; Hagenauer, Gerda; Volet, Simone (29 August 2015). Teacher emotions: relational antecedents and consequences (Unpublished). In: 16th European Conference on Learning and Instruction (EARLI). Limassol, Cyprus. 25.08.-29.08.2015.

Although teaching is an emotional endeavor, research on teacher emotions is a quite new field in empirical research. From previous research we know that interactions with students are a main source of teacher emotions. The present study explores the relevance of the quality of the teacher-student relationship, resulting from their interactions, for teacher emotions. Furthermore it addresses the consequences of positive emotional experiences of teachers on quality indicators of instruction as well as on teacher occupational well-being. 132 secondary teachers participated in the study. Using questionnaires, they rated their experienced joy, anger, and anxiety during classroom instruction, which the literature has identified as quality indicators of the teacher-student relationship, autonomy support in the classroom, and occupational well-being (e.g., satisfaction in the job). Teacher-student relationship was conceptualized as a multi-dimensional construct containing an interpersonal and a professional dimension, assessed by the factors closeness, student engagement, and lack of discipline. Hierarchical regression analyses revealed that an affective bond formed with students (=closeness) was the strongest predictor of teachers’ joy, and anxiety (negative relation), whereas lack of discipline in class best predicted teachers’ anger experiences. Student engagement was also a significant predictor of teacher anger and joy. Consecutive SEM analyses showed that teacher emotions impacted teachers’ occupational well-being to a strong degree whereas the relevance of autonomy supportive strategies as indicators of instructional quality was significantly weaker. Overall, this suggests that models of teacher emotions should pay increased attention to positive relationships between students and teachers as relevant antecedents of teacher emotions.

Item Type:

Conference or Workshop Item (Speech)

Division/Institute:

07 Faculty of Human Sciences > Institute of Education > School and Teaching Research
07 Faculty of Human Sciences > Institute of Education

UniBE Contributor:

Hascher, Tina and Hagenauer, Gerda

Subjects:

300 Social sciences, sociology & anthropology > 370 Education

Language:

English

Submitter:

Selina Teuscher

Date Deposited:

28 Jul 2017 13:50

Last Modified:

28 Jul 2017 14:21

URI:

https://boris.unibe.ch/id/eprint/97110

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