An ecological examination of teacher emotions in an EFL context
Guided by a revised version of Cross and Hong’s framework based on Bronfenbrenner’s ecological system theory, the present study adopted a mixed-methods approach to explore teacher emotions in an EFL context. It aims to better understand teacher emotions and the influencing factors of these emotions...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1058046/full |
| _version_ | 1797689674201825280 |
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| author | Yawen Han Rining Wei Jing Wang |
| author_facet | Yawen Han Rining Wei Jing Wang |
| author_sort | Yawen Han |
| collection | DOAJ |
| description | Guided by a revised version of Cross and Hong’s framework based on Bronfenbrenner’s ecological system theory, the present study adopted a mixed-methods approach to explore teacher emotions in an EFL context. It aims to better understand teacher emotions and the influencing factors of these emotions in the microsystem, mesosystem, exosystem, and macrosystem of the above-mentioned framework. A total of 109 university EFL teachers completed an online questionnaire survey, and seven of them participated in the follow-up semi-structured interviews. The quantitative analysis of the questionnaire data revealed that the participants demonstrated different levels of the five focal emotions (joy, love, anger, fear, and sadness), and joy was the most frequently experienced emotion. Results also suggested that interactions with students, colleagues, leaders and family (from the microsystem), struggle with work-family balance (from the mesosystem), the performance evaluation system (from the exosystem) and the curriculum reform (from the macrosystem) emerged as important influencing factors of teacher emotions. Implications were discussed, and suggestions concerning emotion regulation were offered to EFL teachers working in tertiary institutions within China and similar contexts. |
| first_indexed | 2024-03-12T01:48:57Z |
| format | Article |
| id | doaj.art-0c5d17c556cd487795b61e7aa2b600fe |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-03-12T01:48:57Z |
| publishDate | 2023-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-0c5d17c556cd487795b61e7aa2b600fe2023-09-08T15:03:03ZengFrontiers Media S.A.Frontiers in Psychology1664-10782023-09-011410.3389/fpsyg.2023.10580461058046An ecological examination of teacher emotions in an EFL contextYawen Han0Rining Wei1Jing Wang2School of Foreign Languages, Southeast University, Nanjing, Jiangsu, ChinaDepartment of Applied Linguistics, Xi’an Jiaotong-Liverpool University, Suzhou, Jiangsu, ChinaSchool of Foreign Languages, Nanjing Xiaozhuang University, Nanjing, Jiangsu, ChinaGuided by a revised version of Cross and Hong’s framework based on Bronfenbrenner’s ecological system theory, the present study adopted a mixed-methods approach to explore teacher emotions in an EFL context. It aims to better understand teacher emotions and the influencing factors of these emotions in the microsystem, mesosystem, exosystem, and macrosystem of the above-mentioned framework. A total of 109 university EFL teachers completed an online questionnaire survey, and seven of them participated in the follow-up semi-structured interviews. The quantitative analysis of the questionnaire data revealed that the participants demonstrated different levels of the five focal emotions (joy, love, anger, fear, and sadness), and joy was the most frequently experienced emotion. Results also suggested that interactions with students, colleagues, leaders and family (from the microsystem), struggle with work-family balance (from the mesosystem), the performance evaluation system (from the exosystem) and the curriculum reform (from the macrosystem) emerged as important influencing factors of teacher emotions. Implications were discussed, and suggestions concerning emotion regulation were offered to EFL teachers working in tertiary institutions within China and similar contexts.https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1058046/fullteacher emotionsemotionsteachers’ professional developmentEFL contextecological system |
| spellingShingle | Yawen Han Rining Wei Jing Wang An ecological examination of teacher emotions in an EFL context Frontiers in Psychology teacher emotions emotions teachers’ professional development EFL context ecological system |
| title | An ecological examination of teacher emotions in an EFL context |
| title_full | An ecological examination of teacher emotions in an EFL context |
| title_fullStr | An ecological examination of teacher emotions in an EFL context |
| title_full_unstemmed | An ecological examination of teacher emotions in an EFL context |
| title_short | An ecological examination of teacher emotions in an EFL context |
| title_sort | ecological examination of teacher emotions in an efl context |
| topic | teacher emotions emotions teachers’ professional development EFL context ecological system |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2023.1058046/full |
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