Team teachers' lesson-specific emotions and perceived instructional quality-Results of a diary study
Bibliographic Data
| ID | 5263337 |
|---|---|
| Authors | Gerda Hagenauer (0000-0002-0508-2848, Department of Educational Science and School of Education Paris Lodron University Salzburg Salzburg Austria), Franziska Muehlbacher (0000-0002-4190-2049, Department of Educational Science and School of Education Paris Lodron University Salzburg Salzburg Austria, corresponding author), Charles Helm (0000-0001-5854-4500, Department of Educational Science and Linz School of Education Johannes Kepler University of Linz Linz Austria), Christoph Weber (0000-0002-6624-7909, Department of Educational Science University of Education Upper Austria Linz Austria) |
| Year | 2025 |
| Volume | 95 |
| Issue | S1 |
| Pages | S194-S211 |
| Publication date | 2025-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12782 |
| PMID | 40317730 |
| OpenAlex | W4410052022 |
| Language | EN |
| Citations received | 2 |
| References cited | 60 |
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 spillover effects can be observed from one lesson to the next.SampleForty-seven Austrian teachers participated in this longitudinal study, producing a total of 652 diary entries.MethodsThe teachers wrote diary entries after each team-teaching lesson. They rated their positive and negative affect, as well as four indicators of instructional quality (i.e., time management, clarity, differentiation and teacher-student relationship).ResultsClear links between teachers' affect and the perceived instructional quality were found at the within-person level. The associations were less strong at the between-person level. Spillover effects were also found, confirming the reciprocity of affect and teaching behavior.ConclusionsEmotions are evoked not only by students but also by team-teaching partners. It is therefore important to provide teachers who engage in team teaching with training on socioemotional skills (e.g., conflict management, emotional communication
Affect (linguistics) · CLARITY · Developmental psychology · Quality (philosophy) · Situational ethics · Socioemotional selectivity theory · Applied Psychology · Collaborative Teaching and Inclusion · Parental Involvement in Education · Psychology · Social Psychology · Teacher Education and Leadership Studies
One lesson is all you need? Stability of instructional quality across lessons
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The Emotion Process
Generic dimensions of teaching quality
Student and teacher ratings of instructional quality
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Effect size guidelines for cross-lagged effects.
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Teacher emotions in the classroom and their implications for students
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Teachers’ emotions and emotional authenticity
Team teachers’ emotions and their antecedents in the classroom
Emotional labor profiles among teachers
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At the Frontiers of Modeling Intensive Longitudinal Data
Development and validation of brief measures of positive and negative affect
Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger
Relevant classroom events for teachers
Student teachers' team teaching
The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis
Teacher anger
Bad is Stronger than Good
Emotions are social
Exploring the impact of teacher emotions on their approaches to teaching
Toward a consensual structure of mood
What are emotions? And how can they be measured
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |