Daily Emotional Experiences of a High School Mathematics Teacher in the Classroom: a Qualitative Experience-Sampling Method

Motivation as a facilitator of self-leadership in nurse academics

“…Thence, nurse academics' self-leadership may be facilitated by the community of academics in their teaching discipline as in hindsight, it is this community that has the power to adopt or reject the academics' work. In the same vein, academics get deeply gratified with joy and pride when they get feedback on the effectiveness and success of their teachings ( Martínez-Sierra et al., 2019 ).…”

An ecological examination of the emotions of Chinese high school mathematics teachers in a long-term teaching improvement program

“…In contrast, less research has been conducted on high school mathematics teachers’ emotions. Scholars have focused on the relationship between high school mathematics teachers’ emotions and classroom teaching in regular and innovative teaching ( Martínez-Sierra et al, 2019 ; Jiang et al, 2021 , 2022 ). These studies have typically collected data through questionnaires, classroom observations, interviews, and teacher self-reports, and the studies have ranged from individual cases to groups of teachers.…”

“…Research has revealed that teacher emotions differ across disciplines and key stages in school education (such as primary, middle, high school, and university; Frenzel et al, 2009b , 2015 ). Among the available studies, research on language teachers dominates the discipline research ( Golombek and Doran, 2014 ; Chu et al, 2021 ; Heydarnejad et al, 2021 ; Sun and Yang, 2021 ; Liu et al, 2022 ), and the research on key stages is mainly focused on primary school and university teachers ( Gu, 2016 ; Chen, 2017 , 2019 ; Lu and Zhang, 2021 ), whereas high school mathematics teacher emotions have received less attention ( Martínez-Sierra et al, 2019 ; Jiang et al, 2021 ). However, the uniqueness of high school mathematics teachers in terms of their key stages and disciplines, particularly in China, where high school mathematics teachers are also under the pressure of Gaokao (the National College Entrance Examinations; Jiang et al, 2022 ), makes their professional background and emotional development unique and deserving of more in-depth and focused research.…”

Berlin-Brandenburger Beiträge zur Bildungsforschung 2022

“…Emotionen begleiten und beeinflussen das alltägliche und instruktionale Verhalten von Lehrenden (Frenzel, 2014;Martínez-Sierra, Arellano-García, Hernández-Moreno, & Nava-Guzmán, 2019;Sutton & Wheatley, 2003) und können so auch Einfluss auf die (spätere) Leistung der Lernenden haben (Ramirez, Hooper, Kersting, Ferguson, & Yeager, 2018). Sie können daher auch als konstituierende Variable der pädagogischen Beziehung verstanden werden (Sann & Preiser, 2008).…”

“…Die wahrgenommene soziale Unterstützung beschreibt lediglich das Potenzial an sozialer Unterstützung, kann aber als stabiles Merkmal verstanden werden (Schwarzer et al, 2004). Die Konstrukte in der vorliegenden Untersuchung wurden als Trait erfasst und nicht situationsspezifisch anhand von Experience Sampling Methoden erhoben, was insbesondere bei Emotionen hinsichtlich der Interpretation relevant sein kann (Martínez-Sierra et al, 2019).…”