Emotionales Erleben von Lehrkräften beim Unterrichten

Abstract

Teachers' Emotional Experiences During TeachingAbstract. This study aimed at determining the degree of variability of teachers' emotions during teaching which is attributable to teacher personality, to the subject taught (here: math vs. science), and to the group of students taught. In addition, we analyzed how personal and contextual characteristics influenced the teachers' emotional experiences. 59 secondary school teachers (9 female) rated their experience of enjoyment, anxiety, and anger during teaching with a questionnaire and a diary in reference to four different groups of students (two math and science each). Multilevel analysis of variance showed that anxiety and enjoyment were more person-than context-specific, while anger was equally dependent on the teachers' personality and on the specific group of students taught. The emotional experiences during teaching were not subject-specific when controlling for context specificity. Multilevel regression analyses provided evidence that teachers' emotional experiences are related to their locus of control regarding teaching success, but also to class size and to the levels of student understanding, motivation and discipline during the lessons. The relevance of the findings for educational practice are discussed.

A longitudinal study of induction on the acceleration of growth in teaching quality of beginning teachers through the eyes of their students

“…Research suggests that intra-personal variability in the development of teaching quality can be perceived as teacher adaptation to o r coping with situational demands (Frenzel & G€ otz, 2007;Gibson & Dembo, 1984). However, changes in teaching quality over time are not always visible.…”

“…This intrapersonal variability in the development of teaching quality can be a result of teacher adaptation to or coping with situational demands (Frenzel & G€ otz, 2007;Gibson & Dembo, 1984). It can also be related to intrapersonal aspects of teachers such as their motivation and morale, adaptability for changing in working conditions, age and developmental phase, self-efficacy, and satisfaction through student progress and achievement (Day, 2004;Fessler,1995;Fullan & Hargreaves, 1992;Rosenholtz, 1989;Troman & Woods, 2001;Tschannen-Moran et al, 1998) The covariance structure suggests a mastery effect over time.…”

Antecedents of teachers’ emotions in the classroom: an intraindividual approach

“…This claim is also supported by various empirical results. For example, previous studies have shown that high achieving and highly motivated students are a source of positive emotional experiences for teachers (e.g., Hargreaves, 2000 ; Zembylas, 2002 ; Frenzel and Götz, 2007 ; Frenzel et al, 2009b ). In particular, research has shown that students’ motivational engagement is related to teachers’ emotions: independent of students’ cognitive abilities and performance, teachers prefer to teach students who work hard and invest effort ( Covington and Omelich, 1979 ; Biddle and Goudas, 1997 ).…”

Adaptation of Teachers’ Instructional Emotions Scale to Turkish Culture and Revision and Descriptive Analysis of the Scale

“…In addition, high level of enjoyment can be expressed as an indicator of the strong link between teachers and students (Hagenauer et al, 2015). Various studies (Becker et al, 2015;Carson, 2006;Frenzel, 2014;Frenzel et al, 2009b;Frenzel et al, 2016;Frenzel & Goetz, 2007;Keller et al, 2014b;Klassen et al, 2012;Sutton & Wheatley, 2003) provide the findings that support the high level of enjoyment that teachers experience.…”

“…However, many researchers stated that the general dimensioning of emotions as positive and negative was not sufficient to accurately describe the formation of emotions (Lazarus, 1991;cited in Keller, Frenzel, Goetz, Pekrun & Hensley, 2014b). Nowadays, the emotions experienced by the teachers in the educational environment, rather than being dealt with in a positive or negative way, are analyzed under different subtitlees such as enjoyment (Becker et al, 2014;Becker, Keller, Goetz, Frenzel & Taxer, 2015;Burić et al, 2017;Frenzel, 2014;Frenzel, Goetz, Lüdtke, Pekrun & Sutton, 2009a;Frenzel et al, 2009b;Frenzel et al, 2010;Frenzel et al, 2016;Frenzel & Goetz, 2007;Hagenauer, Hascher & Volet, 2015;Hong et al, 2016;Keller, Chang, Becker, Goetz & Frenzel, 2014a;Keller et al, 2014b;Klassen, Perry & Frenzel, 2012;Lee et al, 2016;Shapiro, 2010); pride (Burić et al, 2017;Darby, 2008;Frenzel, 2014;Hong et al, 2016;Keller et al, 2014b;Shapiro, 2010); frustration (Jiang, Vauras, Volet & Wang, 2016;Lee et al, 2016;Levering, 2000;Sutton, 2007;Sutton & Wheatley, 2003); sadness (Argon, 2015;Şengül & Demirel, 2016); love (Burić et al, 2017); fear (Steigenberger, 2015); burnout (Burić et al, 2017;Chang, 2009); anxiety (Becker ...…”