Franziska Muehlbacher
Biographic Data
| ID | 2746783 |
|---|---|
| NAME | Franziska Muehlbacher |
| GIVEN NAMES | Franziska |
| FAMILY NAME | Muehlbacher |
| SIGNATURE | MUEHLBACHER F |
| AFFILIATIONS | University of Salzburg |
| ORCID | 0000-0002-4190-2049 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Team teachers’ emotions and their antecedents in the classroom
Team teaching requires close collaboration and frequent social interactions between two teachers. Within these interactions, it is expected that the teachers experience various emotions. This study aims to investigate team teachers’ emotional lives; in particular, which discrete emotions team teachers experience in working with their team partner and why. We used an appraisal–theoretical understanding of emotions and structuring qualitative conte…
Teachers' Regulation of Positive Emotions and Its Association With Burnout—Results of a Diary Study in the Team‐Teaching Setting
This study focuses on teachers' regulation of positive emotions and experiences of burnout in the collaborative team‐teaching setting. Team teachers experience a variety of positive emotions that they consequently regulate daily in the classroom. Because teachers' emotion regulation has theoretically and empirically been linked to their occupational health, team teachers' regulation of positive emotions might have a possibly preventative function…
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
BackgroundTeam teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.AimTherefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillo…
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective
Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their …
Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
BackgroundTeam teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.AimTherefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillo…
Teachers’ Emotion Regulation in the Team-Taught Classroom: Insights Into Teachers’ Perspectives on How to Regulate and Communicate Emotions With Regard to the Team Teaching Partner
An important facet of teachers’ competence is their ability to regulate their emotions in the classroom in an adaptive manner. Recently, the advantages of teacher collaboration have sparked novel educational practices, such as team teaching, where two teachers are responsible for classroom teaching. Within this setting of complex interactions, not only students but also partner teachers are additional sources of teachers’ emotions and ensuing emo…
“It’s where learning and teaching begins ‒ is this relationship” — insights on the teacher-student relationship at university from the teachers’ perspective
Positive teacher-student relationships have been identified as important for teacher and student well-being and for high-quality teaching and learning processes and outcomes. However, research on the perceptions of teachers in higher education on a high-quality relationship with students and the perceived antecedents is still scarce. This study aimed to address this research gap by interviewing 15 Australian higher education teachers about their …
Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related …
Teachers' Regulation of Positive Emotions and Its Association With Burnout—Results of a Diary Study in the Team‐Teaching Setting
This study focuses on teachers' regulation of positive emotions and experiences of burnout in the collaborative team‐teaching setting. Team teachers experience a variety of positive emotions that they consequently regulate daily in the classroom. Because teachers' emotion regulation has theoretically and empirically been linked to their occupational health, team teachers' regulation of positive emotions might have a possibly preventative function…
Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
BackgroundTeam teaching is a common practice in many schools. However, there is a lack of empirical evidence on how teachers' positive and negative affect triggered by their team-teaching partners is related to the (perceived) instructional quality.AimTherefore, our goal was to investigate how positive and negative affect correlates with relevant indicators of instructional quality at a situational (i.e., lesson-specific) level and whether spillo…
Team teachers’ emotions and their antecedents in the classroom
Team teaching requires close collaboration and frequent social interactions between two teachers. Within these interactions, it is expected that the teachers experience various emotions. This study aims to investigate team teachers’ emotional lives; in particular, which discrete emotions team teachers experience in working with their team partner and why. We used an appraisal–theoretical understanding of emotions and structuring qualitative conte…
Psychology (5 works) · Collaborative Teaching and Inclusion (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Teacher Education and Leadership Studies (4 works) · Teaching method (3 works) · Team teaching (3 works) · Communication in Education and Healthcare (2 works) · Developmental psychology (2 works)