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Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test

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Abstract

In this chapter we focus on teacher emotions resulting from appraisals of success or failure (i.e., teachers’ achievement emotions) with respect to achieving instructional goals. We present our theoretical assumptions and empirical findings regarding the antecedents and effects of achievement emotions more generally, and specify those for the context of teaching. Assuming that teachers’ emotions impact their instructional behaviour and are affected by their appraisals regarding succeeding or failing during instruction, we propose a model depicting the interplay between teachers’ emotions, their instructional behavior, and student outcomes. We present results from two quantitative studies testing assumptions brought forward by the model.

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Notes

  1. 1.

    More specifically, Pekrun suggests in his control-value theory of achievement emotions that control and value appraisals are central antecedents of emotional experiences in the context of learning and achievement (Pekrun, 2000; 2006; Pekrun, Frenzel et al., 2007). In this theory, control appraisals are defined as the amount of perceived control one has over achievement activities and outcomes (i.e., success and failure), which closely corresponds to what we call coping potential in the present contribution. Value appraisals, according to Pekrun’s theory, pertain to judgments of the valence of an achievement outcome (success = positive; failure = negative), and to the personal relevance of such an outcome in a certain situation. When mapping Pekrun’s appraisal terms onto the terms used in this contribution, Pekrun’s term “value appraisals” imply both the aspect of goal congruence (success = goal congruent; failure = goal incongruent) and the aspect of goal significance (personal relevance of both success and failure). Despite the alternate vocabulary used in the present context, Pekrun’s theory forms a central basis for our considerations regarding the formation of teachers’ emotions since we focus on teachers’ achievement emotions in the present contribution.

  2. 2.

    The high percentage of females is typical in primary schools in Bavaria (Bavarian State Office for Statistics and Data Processing 2008)

  3. 3.

    Neglecting the nested data structure would have resulted in an underestimation of standard errors since scores within teachers are dependent and similar (Raudenbush & Bryk 2002; Snijders & Bosker, 1999). We used the software package HLM 6.04 (Raudenbush, Bryk, & Congdon, 2007) to analyze the within-teacher regression weights for the regression of enjoyment, anger, and anxiety on perceived student behaviors during the lesson. In addition to taking the nested data structure into account, HLM also provides an efficient and elegant way of handling missing data by applying the full information maximum likelihood approach (Schafer and Graham, 2002).

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Authors and Affiliations

  1. Department of Psychology, University of Munich, Munich, Germany

    Anne C. Frenzel, Elizabeth J. Stephens & Barbara Jacob

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  1. Anne C. Frenzel
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  2. Thomas Goetz
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  3. Elizabeth J. Stephens
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  4. Barbara Jacob
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Correspondence to Anne C. Frenzel .

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Editors and Affiliations

  1. Dept. Counseling, Educational, University of Texas, San Antonio, West Durango Blvd. 501, San Antonio, 78207-4415, U.S.A.

    Paul A. Schutz

  2. Program of Educational Studies, Open University of Cyprus, Ayiou Antoniou Str. 5, Strovolos, 2002, Cyprus

    Michalinos Zembylas

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Frenzel, A.C., Goetz, T., Stephens, E.J., Jacob, B. (2009). Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test. In: Schutz, P., Zembylas, M. (eds) Advances in Teacher Emotion Research. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0564-2_7

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