Abstract
The purpose of the present study is twofold: (a) examine the intensity of a wide range of teachers’ emotional appraisals regarding teaching profession and teachers themselves as teachers; (b) analyse the differential effects of years of experience on the teachers’ emotional appraisals. Participants were 180 Israeli teachers. The teacher emotion inventory (TEI) that assesses the intensity of sixteen emotional appraisals was used. Factor analysis of the TEI displayed three factors: (i) positive emotions (PTE) (ii) negative emotions concerning “myself as a teacher” (NTE-Personal); and (iii) negative emotions that focus on the teaching profession (NTE-Profession). Findings: (a) teachers experienced mixed emotions with regard to themselves as teachers and their profession; and (b) PTE were more intense than both NTE-Personal and NTE-Professional, regardless of years of experience; and (c) significant differences were found between teachers having varying years of experience on NTE-Personal, but not on the other two factors (PTE and NTE-Professional).
Similar content being viewed by others
References
Aultman, L. P., Williams-Johnson, M. R., & Schutz, P. A. (2009). Boundary dilemmas in teacher-student relationships: Struggling with “the line”. Teaching and Teacher Education, 25(5), 636–646.
Bishay, A. (1996). Teacher motivation and job satisfaction: A study employing the experience sampling method. Journal of Undergraduate Sciences, 3, 147–154.
Chang, M. L. (2009). An appraisal perspective of teacher burnout: Examining the emotional work of teachers. Educational Psychology Review, 21, 193–218.
Chaplain, R. (1995). Stress and job satisfaction: A study of English primary school teachers. Educational Psychology, 15(4), 473–489.
Crawford, J., Kippax, S., Onyx, J., Gault, U., & Benton, P. (1992). Emotion and gender: Constructing meaning from memory. London: Sage.
Darmody, M., & Smyth, E. (2011). Job Satisfaction and Occupational Stress among Primary School Teachers and School Principals in Ireland. Dublin, Ireland., ESRI / The Teaching Council http://www.teachingcouncil.ie/_fileupload/Research/Commisioned%20Research/Teacher%20satisfaction%20and%20stress.pdf.
Day, C., & Leitch, R. (2001). Teachers’ and teacher educators’ lives: The role of emotion. Teaching and Teacher Education, 17(4), 403–415.
Day, C., & Qing, G. (2009). Teacher emotions: well being and effectiveness. In P. A. Schutz, & M. Zembylas, (Eds.). Advances in teacher emotion research the impact on teachers’ lives (pp. 15–31). Boston, MA: Springer (electronic resource). doi:10.1007/978-1-4419-0564-2_2.
Efklides, A. (2006). Metacognition and affect: What can meta experiences tell us about the learning process? Educational and Research Review, 1, 3–14.
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232.
Fullan, M. (1991). The new meaning of educational change. Canada: Teachers College Press.
Hargreaves, A. (1998). The emotional politics of teaching and teacher development: With implications for educational leadership. International Journal of Leadership in Education, 1, 315–336.
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826.
Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103(6), 1056–1080.
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983.
Hastings, W. (2004). Emotions and the practicum: The cooperating teachers’ perspective. Teachers and Teaching: Theory and Practice, 10(2), 135–148.
Hastings, W. (2008). I felt so guilty: Emotions and subjectivity in school-based teacher education. Teachers and Teaching: Theory and Practice, 14(5–6), 497–513.
Hedrick, W. B., McGee, P., & Mittag, K. (2000). Pre-service teacher learning through one-on-one tutoring: Reporting perceptions through e-mail. Teaching and Teacher Education, 16(1), 47–63.
Hill, H. C., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406.
Israel Bureau of Statistics (2009). http://www.cbs.gov.il/reader/shnaton/shnatone_new.htm?CYear=2009.&Vol=60&CSubject=30.
Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching and Teacher Education, 21(8), 995–1006.
Kyriacou, S., Kunc, R., Stephens, P., & Hultgren, A. (2003). Student teachers’ expectations of teaching as a career in England and Norway. Educational Review, 55, 255–263.
Lambson, D. (2010). Novice teacher learning through participation in a teacher group. Teaching and Teacher Education, 26(8), 1660–1668.
Lazarus, R. S. (1991). Emotion and adaptation. New York: Oxford University Press.
Liston, D., Whitcomb, J., & Borko, H. (2006). Too little or too much: Teacher preparation and the first years of teaching. (Editorial). Journal of Teacher Education, 57(4), 351–359.
Mesquita, B., Frijda, N. H., & Scherer, K. R. (1997). Culture and emotion. In J. W. Berry, P. R. Daesen, & T. S. Saraswatin (Eds.), Handbook of cross-cultural psychology, basic processes and human development (Vol. 2, pp. 255–297). Boston: Allyn and Bacon.
Mevarech, Z. R., & Shabtay, G. (2012). The effects of meta-cognitive guidance on teachers’ judgment of learning and recall. Paper presented at the International Conference of Psychology (ICP), Cape Town.
Mevarech, Z. R., & Kramarski, B. (1997). IMPROVE: A multidimensional method for teaching mathematics in heterogeneous classrooms. American Educational Research Journal, 34(2), 365–395.
Mevarech, Z. R., & Kramarski, Z. (2012). Metacognition and math education in innovation-driven societies: What’s New?. Paris: OECD.
Mevarech, Z., Maskit, D., & Beinicke, A. (2010). Teachers’ emotions as a function of teachers’ years of experience, Academic Education, and Major Area of Teaching: Roundtable session at the annual meeting of the American Educational Research Association, April 30–May 4, Denver, Colorado.
Näring, G., Briët, M., & Brouwers, A. (2006). Beyond demands-control: Emotional labor and symptoms of burnout in teachers. Work & Stress, 20(4), 303–315.
Nias, J. (1989). Primary teachers talking: A study of teaching as work. London: Routledge.
Nias, J. (1996). Thinking about feeling: The emotions in teaching. Cambridge Journal of Education, 26(3), 293–306.
O’Connor, K. E. (2008). You choose to care”: Teachers, emotions and professional identity. Teaching and Teacher Education, 24(1), 117–126.
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz & R. Pekrun (Ed.), Emotion in education (pp. 303–321). San Diego, CA: Elsevier Inc.
Payne, B. D., & Manning, B. H. (1990). The effect of cognitive self-instructions on preservice teachers? Anxiety about teaching. Contemporary Educational Psychology, 15, 261–267.
Rotter, J. B. (1966). Generalized expectancies of internal vs. external control of reinforcements. Psychological Monographs, 80(1, Whole No. 609), 1–28.
Scherer, K. R. (2005). What are emotions? And how can they be measured? Social Science Information, 44, 695–729.
Schmidt, M., & Datnow, A. (2005). Teachers’ sense-making about comprehensive school reform: The influence of emotions. Teaching and Teacher Education, 21(8), 949–965.
Schutz, P. A., Crowder, K. C., & White, V. E. (2001). The development of a goal to become a teacher. Journal of Educational psychology, 93(2), 299–308.
Schutz, P. A., & Zembylas, M. (2009). Introduction to advances in teacher emotion research: The impact on teachers’ lives. In P. A. Schutz, & M. Zembylas, (Eds.). Advances in teacher emotion research the impact on teachers’ lives (pp. 3–15). Boston, MA: Springer (electronic resource). doi:10.1007/978-1-4419-0564-2_2.
Shoffner, M. (2009). The place of the personal: Exploring the affective domain through reflection in teacher preparation. Teaching & Teacher Education, 25(6), 783–789.
Smith, C. A., & Kirby, L. D. (2009). Putting appraisal in context: Toward a relational model of appraisal and emotion. Cognition and Emotion, 23(7), 1352–1372.
Sutton, R. E. (2004). Emotional regulation goals and strategies of teachers. Social Psychology of Education: An international Journal, 7(4), 379–398.
Sutton, R. E. (2005). Teachers’ emotions and classroom effectiveness. Implications from recent research. The Clearing House, 78(5), 229–234.
Sutton, R. E., & Wheatley, K. F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational-Psychology-Review, 15(4), 327–358.
Van den Berg, R. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72(4), 577–625.
Van Horn, J. E., Taris, T. W., Schoeufel, W. B., & Scheurs, P. J. G. (2004). The structure of occupational well-being: A study among Dutch teachers. Journal of Occupational and Organizational Psychology, 77(3), 365–375.
Van Veen, K., & Sleegers, P. (2006). How does it feel? Teachers’ emotions in a context of change. Journal of Curriculum Studies, 38(1), 85–111.
Van Veen, K., & Lasky, S. (2005). Emotions as a lens to explore teacher identity and change: Different theoretical approaches. (Editorial). Teaching and Teacher Education, 21(8), 895–898.
Van Veen, K., Sleegers, P., & Van de Ven, P. (2005). One teacher’s identity, emotions, and commitment to change: A case study into the cognitive-affective processes of a secondary school teacher in the context of reforms. Teaching and Teacher Education, 21(8), 917–934.
Wang, J., & Odell, S. (2007). An alternative conception of mentor-novice relationships: Learning to teach in reform-minded ways as a context. Teaching and Teacher Education, 23(4), 473–489.
Weiner, B. (1980). Attribution theory and human motivation. New York: Holt, Reinhart & Winston.
Winograd, K. (2003). The functions of teacher emotions: The good, the bad, and the ugly. Teachers College Record, 105, 1641–1673.
Woods, P., & Jeffrey, B. (1996). Teachable moments: The art of teaching in primary schools. Buckingham, England: Open University Press.
Zembylas, M. (2003). Emotions and teacher identity. International Study Association on Teacher Thinking, 9(3), 213–226.
Zembylas, M. (2004). The emotional characteristics of teaching: An ethnographic study of one teacher. Teaching and Teacher Education, 20(2), 185–201.
Zembylas, M. (2005). Discursive practices, genealogies and emotional rules: A poststructuralist view on emotions and identity in teaching. Teaching and Teacher Education, 21(8), 935–948.
Zembylas, M. (2005). Beyond 2005 teacher cognition and teacher beliefs: The value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18(4), 465–487.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mevarech, Z.R., Maskit, D. The teaching experience and the emotions it evokes. Soc Psychol Educ 18, 241–253 (2015). https://doi.org/10.1007/s11218-014-9286-2
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11218-014-9286-2