engleski

Teacher Emotions and Teaching Quality: A Two-Study Investigation

Teachers’ emotions are part of the system that influences and is influenced by classroom processes such as teaching behavior and student outcomes. On the one hand, emotions affect teachers’ performance by shaping their cognitive and self-regulatory processes. On the other hand, teaching behaviors and ways of delivering instruction fuel the emotions teachers experience while teaching and interacting with students. Even though empirical evidence on implications of emotions for teaching is rapidly growing, previous research has been often burdened with limitations (e.g., single source bias, cross-sectional design, small samples, limited range of emotions considered). Thus, in the present research, we tried to overcome these shortcomings by conducting two studies. Study 1 had a cross-sectional design and included data from 1042 Croatian teachers and 16312 of their students. It showed that higher students’ ratings of teaching quality dimensions (i.e., classroom management, cognitive activation, and supportive climate) were positively related to teacher joy, pride, and love, and negatively related to teacher anger, hopelessness, and exhaustion. Study 2 was longitudinal and involved 93 German math teachers and 1442 of their students. Results showed that teacher joy and anger at the beginning of the schoolyear predicted student-reported teacher withitness, caring, and cognitive activation at midterm. Moreover, students’ ratings of teaching quality, in turn, predicted joy and anger at the end of the schoolyear. Effects for teacher anxiety were not significant. We conclude that feeling good leads to good teaching, but also that well-functioning instruction makes teachers feel good.

teacher emotions ; teaching quality ; two-study investigation

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