Abstract
This study aimed to examine: 1) teachers’ self-reported emotions experienced at school, problem-solving appraisal, self-efficacy and school collective-efficacy; 2) the effects of self-efficacy on the formulation of collective-efficacy and problem-solving appraisal, and on the impact of problem-solving appraisal on collective-efficacy; 3) the influential role of efficacy beliefs, problem-solving appraisal and their inter-effects in the emotions; and 4) the effect of teaching level (primary/secondary school) in the examined concepts. The sample consists of 256 primary and secondary school teachers, 92 men and 164 women, who came from various Greek state schools. Data were collected at the middle of a school year, and they were analyzed between and within groups across all constructs. The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, particularly context-, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal (except for personal control that was low); 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving. The findings are discussed with respect to their practical applications and future research.
Highlights
The results revealed: 1) teachers experienced positive emotions from moderate to high intensity, and negative emotions from low to high intensity, context, task- and self-related; 2) a moderate to high sense of both efficacy beliefs and problem-solving appraisal; 3) while problem-solving appraisal influenced collective-efficacy, its effect was to a significant extent mediated by self-efficacy; 4) self-efficacy, problem-solving appraisal and collective-efficacy had complimentary impact on the emotions, with self-efficacy being the most powerful formulator of most of them; and 5) the primary school teachers, compared to secondary school teachers, felt more intense positive emotions, had a stronger sense of school collective-efficacy and reported lower impulsive and personal control in problem-solving
The results from Anovas with teaching level as between-subjects factor and the type of teachers’ efficacy beliefs as dependent variable revealed no significant effect in self-efficacy, F (1, 254) = 1.97, p > .05., showing that the primary school teachers (Mean = 5.73, SD = .84) and the junior high school teachers (Mean = 5.58, SD = .87) estimated it in a similar way, while, in contrast, there was a significant effect on the perceived school collective-efficacy, F (1, 254) = 5.95, p < .01, indicating that the primary school teachers (Mean = 5.49, SD = 1.10), in comparison to secondary schools teachers (Mean = 5.10, SD = 1.21), perceived their school as more effective in its institutional role
Post hoc pairwise comparisons and the mean scores (Table 1) within each teaching level revealed that in both groups of teachers the components of problem-solving appraisal were estimated in the following order from most to least: Monitoring style, impulsive style, confidence, reflective, personal control
Summary
Teachers’ emotions are essentially related to various situations relevant to their professional duties and affect a variety of important outcomes, such as their own well-being and health (e.g., Chang, 2009; Fried, Mansfield, & Dobozy, 2015; Keller, Chang, Becker, Goetz, & Frenzel, 2014), motivation, behavior and classroom effectiveness (e.g., Beach & Pearson, 1998; Csikszentmihalyi, 1990; Fredrickson, 2001; Hargreaves, 2000; Isen, 1993; Sutton, 2005) and self-identity (Schutz & DeCuir, 2002; Somech & Drach-Zahavy, 2000), students’ emotions, well-being and motivation (e.g., Bakker, 2005; Becker, Goetz, Morger, & Ranellucci. 2014; Boekaerts, 2007; Cornelius-White, 2007; Davis, 2003; Frenzel, Goetz, Lüdtke, Pekrun, & Sutton, 2009a; Radel, Sarrazin, Legrain, & Wild, 2010; Rodrigo-Ruiz, 2016; Roorda, Koomen, Spilt, & Oort, 2011; Vauras, Salonen, Lehtinen, & Kinnunen, 2009) and social behavior, learning and performance (Becker et al, 2014; Beilock, Gunderson, Ramirez, & Levine., 2010; Chernack, 2011; Cornelius-White, 2007; Furrer & Skinner, 2003; Morris, Denham, Bassett, & Curby, 2013; Rodrigo-Ruiz, 2016), and the operation of the school involved (e.g., Ashforth & Kreiner, 2002; Frenzel, Goetz, Stephens, & Jacob, 2009b). Teachers’ emotions are essentially related to various situations relevant to their professional duties and affect a variety of important outcomes, such as their own well-being and health (e.g., Chang, 2009; Fried, Mansfield, & Dobozy, 2015; Keller, Chang, Becker, Goetz, & Frenzel, 2014), motivation, behavior and classroom effectiveness (e.g., Beach & Pearson, 1998; Csikszentmihalyi, 1990; Fredrickson, 2001; Hargreaves, 2000; Isen, 1993; Sutton, 2005) and self-identity (Schutz & DeCuir, 2002; Somech & Drach-Zahavy, 2000), students’ emotions, well-being and motivation Despite the differences among the appraisal theorists of emotions, there is general agreement that, when an event happens, the individual concerned evaluates its significance on a number of criteria, such as its importance for one’s self-identity and well-being, whether it is facilitator for or obstructs one’s goals, and the ability to
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