Address teachers' in-class agency in teacher education programs to support teachers' positive emotions¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Because the study found a stronger association and more explained variance in teacher emotions for communion, but teacher agency (having a leading role) also remained an important predictor of experiencing positive emotions after the lesson, the authors recommend that this "is something that could be addressed in teacher education programs". The recommendation rests on the finding that teachers who reported higher levels of positive emotions reported higher levels of teacher agency themselves, and higher observed agency was associated with lower negative teacher emotions.

Design Implications¶

Context¶

Requirements¶

• Teacher education programs include attention to teachers' leading role/agency in class

Constraints¶

• The association for teachers was less pronounced than for students; findings are correlational

Target Learners¶

• pre-service and beginning secondary school teachers

Target Learning Goals¶

• fostering teachers' positive emotions and reducing negative emotions after lessons

Claims¶

• Teacher communion is a stronger predictor of student emotions than teacher agency [+M]
• Same-rater associations between teacher behavior ratings and emotions are unlikely to result from common-method bias only [+M]
• Perspectives on teacher behavior are not interchangeable: combining observer and student perspectives on agency approximates the teacher perspective for teacher emotions, while students' own perspective is irreplaceable for student emotions [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Donker, M. H., van Vemde, L., Hessen, D. J., van Gog, T., & Mainhard, T. (2021). Observational, student, and teacher perspectives on interpersonal teacher behavior: Shared and unique associations with teacher and student emotions. Learning and Instruction, vol. 73, 101414. https://doi.org/10.1016/j.learninstruc.2020.101414