Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career
The importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds o...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-05-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01067/full |
| _version_ | 1818575810934603776 |
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| author | Xianhan Huang John Chi-Kin Lee Anne Christiane Frenzel |
| author_facet | Xianhan Huang John Chi-Kin Lee Anne Christiane Frenzel |
| author_sort | Xianhan Huang |
| collection | DOAJ |
| description | The importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds of ITL activities (learning through media, colleague interaction, stakeholder interaction, student interaction, and individual reflection) among 2,880 primary teachers (85.49% female) with a large range of teaching experience. Regression analysis and structural equation modeling revealed a positive association between enjoyment and engagement in all five ITL activities. Anxiety was found to be negatively related to colleague interaction and self-reflection, and anger was found to be negatively associated with student interaction. Furthermore, anxiety and anger were negatively related to teaching experience, whereas enjoyment was independent from teaching experience. Most ITL activities were positively related to teaching experience, except for stakeholder interaction. Implications for teacher training and intervention programs for in-service teachers are discussed. |
| first_indexed | 2024-12-15T00:46:00Z |
| format | Article |
| id | doaj.art-a94ec565dc804e9cb78b93d48b148384 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-15T00:46:00Z |
| publishDate | 2020-05-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-a94ec565dc804e9cb78b93d48b1483842022-12-21T22:41:33ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-05-011110.3389/fpsyg.2020.01067530111Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching CareerXianhan Huang0John Chi-Kin Lee1Anne Christiane Frenzel2Faculty of Education, The University of Hong Kong, Pokfulam, Hong KongDepartment of Curriculum and Instruction, The Education University of Hong Kong, Tai Po, Hong KongDepartment of Psychology, Ludwig Maximilian University of Munich, Munich, GermanyThe importance of informal teacher learning (ITL) to teaching effectiveness and student achievement has been repeatedly demonstrated, but there is limited research into the personal antecedents of ITL. We analyzed the relationships between teacher emotions and participation in five different kinds of ITL activities (learning through media, colleague interaction, stakeholder interaction, student interaction, and individual reflection) among 2,880 primary teachers (85.49% female) with a large range of teaching experience. Regression analysis and structural equation modeling revealed a positive association between enjoyment and engagement in all five ITL activities. Anxiety was found to be negatively related to colleague interaction and self-reflection, and anger was found to be negatively associated with student interaction. Furthermore, anxiety and anger were negatively related to teaching experience, whereas enjoyment was independent from teaching experience. Most ITL activities were positively related to teaching experience, except for stakeholder interaction. Implications for teacher training and intervention programs for in-service teachers are discussed.https://www.frontiersin.org/article/10.3389/fpsyg.2020.01067/fullteacher emotionsenjoymentanxietyangerinformal teacher learningteaching experience |
| spellingShingle | Xianhan Huang John Chi-Kin Lee Anne Christiane Frenzel Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career Frontiers in Psychology teacher emotions enjoyment anxiety anger informal teacher learning teaching experience |
| title | Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career |
| title_full | Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career |
| title_fullStr | Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career |
| title_full_unstemmed | Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career |
| title_short | Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career |
| title_sort | striving to become a better teacher linking teacher emotions with informal teacher learning across the teaching career |
| topic | teacher emotions enjoyment anxiety anger informal teacher learning teaching experience |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.01067/full |
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