Emotional Education Research Articles

Emotional intelligence development predicts novice teachers’ professional identity, teaching enthusiasm, and teacher-student relationships: the mediation of positive teacher emotions

ABSTRACT Teacher development involves the dynamic interplay between emotional intelligence and emotions. While previous research links these factors with their professional identity, teaching enthusiasm, and teacher-student relationships, the development characteristics of emotional intelligence and emotions remain unexplored in relation to these outcomes. In a two-year study with 357 novice teachers, emotional intelligence and emotions were tracked thrice. Data on professional identity, enthusiasm, and teacher-student relationships were collected at the final assessment. Latent growth curve modelling results revealed that only positive emotions, not negative ones, mediate the connection. Specifically, the initial level of positive emotions mediated the link between the initial level of emotional intelligence and teaching enthusiasm, professional identity, and teacher-student relationships. The growth rate of positive emotions notably mediated the relationship between emotional intelligence and professional identity, teaching enthusiasm, and teacher-student relationships. These findings offer new insights into the development of teachers’ emotional intelligence, emotions, and professional growth.

Towards epistemological pluralism and methodological openness in language teacher emotion research

In recent years the notion of emotional labor or emotion labor has gained prominence as an analytically robust concept to explore language teacher emotions in both western and non-western educational settings. The first aim of this article is to examine the applicability of a western concept of emotion labor to the study of language teacher emotions in the Global South/s. Through a comparative case study, we examine how Ecuadorian English-language and Kichwa-language teachers managed emotions while undertaking virtual teaching at the beginning of Covid-19 pandemic. While emotion labor was useful for explaining the former's reported experiences, for the latter, it was only through the Indigenous concept of corazonar rooted in Andean philosophy and cosmology that we could capture their drastically differing accounts. From the perspective of Epistemologies of the South, we argue for a locally sensitive way of theorizing language teacher emotions. We also aim to illustrate the significance of casing and recasing (i.e., a recursive process of linking developing ideas and the evidence that researchers gather) in language teacher emotion research through the investigation of our own analytical processes.

An empirical study on the relationship between emotional labor and work performance among university teachers.

This study is based on the theory of emotional events and explores the relationship between emotional labor and the job performance of university teachers. Relevant data was obtained through a questionnaire, and a structural equation model was constructed for path analysis. The study found that the surface performance of university teachers has a significant negative impact on relationship performance and task performance; deep performance and proactive authenticity of university teachers have a significant positive impact on relationship performance, task performance, and adaptability performance, respectively; the passive reality of university teachers has a significant negative impact on relationship performance, task performance, and adaptability performance. Based on research findings, this study proposes suggestions for the performance evaluation mechanism of university teachers, including improving the recruitment methods, increasing the emotional labor assessment and incentive mechanism, focusing on alleviating negative emotions of teachers, strengthening the awareness guidance and education of school management and teachers on emotional labor, establishing training courses on emotional labor for teachers, arranging various activities reasonably, and creating a good working atmosphere. Ultimately, these suggestions aim to help university teachers recognize the significance of emotional labor, promote their educational and teaching work, and provide new methods and paths for improving the work performance of university teachers.

‘Round outside and square inside’: language teachers’ emotion regulation strategies in crosscultural teaching contexts

ABSTRACT With the expansion of transnational language learning and teaching, chances have increased for language teachers to work in crosscultural teaching contexts and regulate their emotions in the face of crosscultural emotional challenges. This study investigated the emotion regulation strategies employed by language teachers in crosscultural teaching contexts. Through a qualitative multi-case study with six Chinese as a second language (CSL) teachers in China, data collected from semi-structured interviews, class observations, and teacher reflective journals revealed seven emotion regulation strategies of three categories: restraining and pretending of surface acting; reframing, reconcentrating, and repositioning of deep acting; releasing and relieving of genuine expressing. These three categories reflected language teachers’ three experiences to cultural differences: deliberate minimisation, reflective acceptance, and communicative adaptation. The identified emotion regulation strategies also revealed two paradoxes existing in teacher-student interactions in crosscultural language teaching, which can be summarised as the Chinese idiom ‘round outside and square inside’. The study also proposed practical implications for language teachers’ emotion regulation and offered suggestions for institutions concerning teacher emotion in crosscultural teaching contexts.

PHYSICAL, MENTAL, SENSORY EDUCATION OF CHILDREN WITH HEARING IMPAIRMENT

The article examines the ways of developing the physical, mental and emotional education of children with specialized hearing loss and the requirements for them. We are talking about the role and importance of hearing impaired children in lessons and lessons with which physical, mental and emotional education is carried out with them.

Teacher Emotions and Teacher Self-Regulation: Insights from Teachers Perspectives

In this paper, we aimed to explore the connection between teacher emotion and self-regulation, the predictive power of teacher emotions on teacher self-regulation, and factors that influence teachers’ emotions. An exploratory sequential design was adopted in the study. Data was gathered from 403 teachers teaching actively in elementary grades in the quantitative dimension. In the qualitative dimension, a focus group interview was held with eight teachers. The Teacher Emotion Questionnaire (TEQ), The Teacher Self-Regulation Scale, and focus group interview questions were used to collect data. The quantitative data was analyzed through correlational analysis and simple linear regression analysis and the qualitative data was analyzed through content analysis. The quantitative findings demonstrated that teachers' pride and love in the profession significantly predicted teacher self-regulation levels; however, predicted only 2% of the variability in teacher self-regulation. The findings from the qualitative dimension seemed to explain why we did not find significant relationships between teacher self-regulation and teacher emotions. Emotions seem to be unrelated to teaching skills. Instead, the teachers attribute the source of their emotions mostly to external factors and individual characteristics to some extent.

Studies on language teachers' beliefs and emotions: Current status and future directions

This paper provides a historical overview of research on language teachers' beliefs and emotions, examining how studies on teacher emotions have influenced research on beliefs and classroom practices. Using bibliometric analysis, we mapped trends and paradigms in the literature, focusing on significant developments in this field. Our findings reveal a notable increase in publications on language teacher beliefs, particularly since 2018, indicating growing academic interest. Highly cited studies predominantly emphasize the emotional aspects of teaching, signaling a broader shift in research focus from cognitive to emotional dimensions, commonly referred to as the “emotional turn.” The analysis also identifies influential authors and institutions, with the USA, China, and the UK leading in contributions. Research themes have evolved over time, moving from foundational beliefs and teaching practices to more complex areas like teacher psychology, with particular attention to emotional regulation, identity, and agency in language teaching. Finally, we offer insights for future research, aiming to further explore the intricate relationship between teachers' beliefs and emotions.

Global Perspectives on Teacher Emotions and Agency in Higher Education: A Content and Bibliometric Analyses Over the Past Five Decades

ABSTRACTThis study dives deep into the evolution of research on teacher emotions (TE), teacher agency (TA) and their role within higher education institutions (HEIs) from 1975 to the present. Combining a meticulous bibliometric and content analysis, the paper has painted a detailed picture of how the academic conversation has developed over nearly half a century. The approach did not just count publications but looked at how they connected globally. The study reveals a rich tapestry of international collaborations, with the United States, Australia and China standing out as key players, showcasing the global interest in this field and its interconnected insights. Another fascinating finding is the uncovering of the multifaceted dimensions of research on TE and TA and the significance of regional and global perspectives in shaping the holistic landscape of the field. The emergent themes, such as ‘Language Teacher Emotion’ and the significant impact of ‘COVID‐19’ on educational dynamics, are even more intriguing. These themes strongly indicate the field's evolution and responsiveness to the emerging challenges in the contemporary academic landscape.

Research on the Relationship between Emotional Education and Rational Education in Ideological and Political Education Curriculum

Under the background of the rapid development of Chinese path to modernization and the accelerated evolution of the unprecedented changes in the world in a century, the improvement of the talent training mechanism has attracted more and more attention from the society. Among them, the ideological and political education curriculum has become one of the main means of talent training, and the emotional education and the rational education will directly affect the actual effect of the ideological and political education. Emotional education focuses on emotional experience and the cultivation of moral sense, while rational education focuses on the improvement of thinking ability and theoretical level. The balance between the two contributes to the realization of comprehensive quality-oriented education. Through the analysis and discussion of the basic theory, implementation approach and the current situation of emotional education and rational education, the paper aims to find out the main problems in the process of practical education, explore the effective balance strategy, and then promote the organic combination of theory and practice, enhance the educational effect, and promote the comprehensive development of students.

Understanding emotional well-being of teachers: Development and validation of Teacher Emotions in Teaching Scale in Hong Kong using a mixed-methods approach

In view of lacking in a holistic, indigenous measure to the affective well-being of teachers in Hong Kong, this study utilizes a mixed-methods approach to develop and validate the Teacher Emotions in Teaching Scale (TETS) which assesses positive and negative emotions teachers experience in teaching. The process of scale development and construct validation involving three samples of 726 in-service teachers from Hong Kong was reported. Results of this study supported the five-factor model of the TETS and its convergent, discriminant and criterion validity. This study highlights the use of the TETS to understand and promote emotional well-being of teachers.

‘Good Rain Nurtures Things Silently’: A Longitudinal Study of EFL Teacher Emotion and Identity Learning in Curriculum Reform

ABSTRACTIdentity serves as a valuable lens through which to investigate, understand and facilitate teacher learning during curriculum reform. Identity learning is the core process of educational change, with teacher emotion at the heart of professional learning processes. In this study, we traced the 1‐year journeys of four Chinese EFL teachers during a tertiary EFL curriculum reform that focused on ideological and political education. The Dynamic Systems Model of Role Identity was utilised to understand identity learning. By drawing on interviews, documents and observations, we collected rich data and analysed four types of identity learning along a continuum from fake learning to transformation, mediated by teacher emotion. A multiplicity of emotions acted as indicators and potential catalysts for identity learning. However, an overly demanding context might lead to a retrogressive identity learning trajectory. The integration of ideological and political education in foreign language education was also discussed.

Enjoyment begets enjoyment: An experience sampling study on the impact of L2 teacher enjoyment on EFL learners’ learning enjoyment and willingness to communicate

While previous studies have separately explored learner and teacher emotions in the context of second or foreign language (L2) learning, their dynamic associations over time remain underexplored. Additionally, the impact of these reciprocal interplays on learners' communication intention has not been taken into scrutiny in L2 research. The present study investigated the relationships between trajectories of foreign language teaching enjoyment (FLTE), foreign language learning enjoyment (FLE), and L2 willingness to communicate (WTC). Using an experience sampling method, data were collected from 9 English instructors and 162 students over two weeks. The dynamic structural equation modeling analysis revealed significant positive changes in actual and perceived FLTE, FLE, and L2 WTC. Specifically, a reciprocal relationship was found between teacher and student enjoyment, with L2 students' high FLE levels correlating with higher L2 WTC. Although student-perceived FLTE remained stable, L2 teachers’ actual enjoyment fluctuated, being influenced by FLE and L2 WTC. Additionally, L2 WTC significantly impacted teacher enjoyment. On average, teachers with more development in FLTE had students with more development in their FLE and L2 WTC. Overall, the findings underscore the dynamic interplay between teacher and student emotions in L2 learning context and its consequent positive impact on learners' communication intentions. In closing, the findings are discussed in connection with educational theories, and implications are drawn for L2 teaching.

Exploring Development of EMI Teacher Identities and Emotions During a Collaborative Teaching Practice: A Sociocultural Perspective

AbstractThe burgeoning English‐medium instruction (EMI) programs have aroused worldwide scholarly interest in giving language support for EMI subject teachers and their identity‐informed professional development. This study explored how an EMI subject teacher's identities and emotions were intricately interlinked before and after his co‐teaching practice with an English as a foreign language (EFL) teacher at a university in Midwestern China. Ethnographic tools including interviews, observations, and small talks were used over a 10‐month collaborative program. The findings show that the participant teacher's identities and emotions were interdependent with each other and mediated by collaborative teaching practice. Futhermore, emotional attachment to English enhancement and deep engagement in co‐teaching contributed to (re)construction of teacher identities as a content teacher, a competent English user, and an English learning facilitator. The participant's emotional attachment was explicated by his perezhivanie, or the emotional experience of his previous English learning and the emergent EMI teaching contexts. The study highlights the primacy of reconstructing teacher identities and supporting teacher emotional experiences in EMI teacher training and education programs.

Exploring EFL teachers’ emotional experiences and adaptive expertise in the context of AI advancements: A positive psychology perspective

The rapid advancements in Artificial Intelligence (AI) are reshaping language education, raising concerns about the professional future of English as a Foreign Language (EFL) teachers. While existing literature often highlights the effectiveness of AI tools, it tends to overlook their impact on teachers' relevant expertise development and emotional experiences. This longitudinal study addresses this gap by exploring EFL teachers' emotional landscapes and adaptive expertise development through the lens of positive psychology. Employing thematic analysis, the study draws on data from three rounds of semi-structured interviews with ten EFL teachers, complemented by students' post-class reflections and classroom observations. The findings highlight the pivotal role of positive emotions in EFL teachers' professional development, revealing a dynamic, non-linear interaction between positive and negative emotions as teachers navigate AI-integrated language education. This emotional interplay is significantly influenced by teachers' social connections and professional backgrounds. The study underscores the need for institutional support systems that promote positive emotions and enhance teachers' digital literacy. By deepening our understanding of EFL teachers’ emotional experiences and professional growth within the AI-integrated educational context, this study offers valuable insights for designing targeted interventions and curriculum reforms that foster effective collaboration between human and AI intelligence in global education.

Enhancing school safety through psychological support: Key findings and strategies

A crucial aspect of creating a safe and supportive learning environment is the integration of psychological support to reduce school violence. Research highlights that school violence impacts not only students' physical safety but also their mental health and emotional development. Effective psychological support can play a pivotal role in preventing and mitigating violent behaviors by addressing underlying emotional difficulties and unresolved trauma. Key strategies include implementing early interventions through school psychologists and counselors, who offer individual and group counseling to help students manage conflicts and intense emotions constructively. Additionally, psychological support programs can improve the school climate through workshops on emotional intelligence, stress management, and social skills, fostering empathy and reducing conflicts. Integrating psychological services with other school resources, such as emotional education programs and violence prevention strategies, is essential. Collaboration among school psychologists, teachers, parents, and administrators ensures a holistic approach to violence prevention, considering all aspects of students' school lives. The research demonstrates that peer social support significantly mediates the relationship between school victimization and psychological health. Social support acts as a buffer, mitigating the negative effects of violence, and is crucial for students of all genders and ethnicities. Furthermore, family support is identified as a vital moderator, enhancing adolescent mental health despite exposure to violence. Psychological intervention strategies, such as establishing psychological warning systems and prevention mechanisms, are essential in proactively addressing violence. Schools should focus on creating a protective environment and integrating psychological strategies into broader prevention efforts. Continuous mental health education and a safe space for students to express concerns can significantly reduce violent behaviors and support a positive educational atmosphere.

Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners

ABSTRACTArtificial intelligence (AI) is transforming L2 education, yet its specific impacts on English as a foreign language (EFL) teachers and language learners' engagement remain understudied. To address this deficiency, this study, grounded in Fredricks, Blumenfeld, and Paris's (Review of Educational Research, 74, 109) three‐dimensional engagement model, explored the impacts of AI on the behavioural, cognitive and emotional engagement of EFL teachers and language learners through semi‐structured interviews with 24 EFL teachers and 38 college language learners, followed by a thematic analysis with MAXQDA to uncover the effectiveness of AI. The study found that behavioural engagement showcased the integration of AI tools, highlighting increased frequency of use and their practical applications in enhancing language acquisition tasks. Cognitive engagement was marked by the recognition of AI capacity to augment teaching strategies and learning processes, although it also surfaced concerns about the potential overreliance on technology. Emotional engagement reflected a complex interplay of attitudes, with most informants viewing AI positively but acknowledging concerns about job displacement, and its impacts on emotions of students and teachers as well as the relations between them. The study concluded that while AI held promise for L2 education, the integration must consider its limitations and ethical implications. The research provided valuable insights for educators, learners, technology developers and policymakers, encouraging innovative practices and informed decision‐making in L2 education.

Emotional Education for Proper Money Management, Promoting Human Development

This study examines the relationship between emotional education and effective money management, with a particular focus on its impact on human development. It is proposed that the identification and proper management of emotions enables individuals to make more informed financial decisions and to create new economic opportunities. A review of the literature and an empirical analysis demonstrate that digital platforms can be effective in promoting educational content that addresses both emotional and financial backwardness in Mexico. The findings highlight the necessity of integrating emotional education into financial education programs to enhance the general well-being of the population. Furthermore, the “Puntoencomún” platform is presented as an innovative model to promote a positive vision of work and the development of emotional and financial skills.

Preliminary trial of a well-being diary with Japanese primary school students

The well-being of Japanese children has been reported to be low, compared with children in other developed countries. However, there has been a lack of social and emotional education specially designed to promote the well-being of this demographic. To address this gap, the authors developed a well-being diary (WE diary) suited for the Japanese school context during the COVID-19 pandemic. This study was a two-arm controlled trial to investigate the efficacy and feasibility of the WE diary using the social and emotional learning approach. The participants comprised Japanese primary school students aged 7–8 (35 females and 34 males) who volunteered for this 8-week program, which was implemented during 10–15-minute extra class periods. The students in the WE diary group and waitlist conditions completed questionnaires at three time points, under the supervision of the teacher. Based on the findings, there were significant positive changes in the scores for well-being and perceived social support, indicating the feasibility of this program in Japanese primary schools. The overall usefulness of the well-being diary among this demographic could motivate researchers, policymakers, and practitioners to promote social and emotional learning in Japanese schools.

Social impact of emotional education in the development of socioemotional competences of university teachers

The implementation of emotional education in the university setting holds significant importance within the contemporary educational landscape, as its knowledge and application have shown significant social impacts. Training in socio-emotional skills goes beyond the personal sphere of the teacher and has a positive effect on academic and social contexts. This is evidenced by the strengthening of team cohesion, the promotion of innovation, and the improvement of educational outcomes. There is a highlighted need to implement strategies to eliminate barriers in socio-emotional development, which underscores the urgency of institutional changes and collaboration to address emotional gaps. This study aligns with the United Nations Sustainable Development Goals, highlighting the importance of enhancing the socio-emotional competencies of the teaching staff. The goal is to promote inclusive and equitable learning environments, in pursuit of contributing to well-being, equality, and social sustainability.

Epistemic emotions and pre-service mathematics teachers’ knowledge for teaching

Affective and cognitive processes may be jointly researched to better understand mathematics learning, paying special interest to emotions related to knowledge acquisition. However, it remains necessary to explore these processes in studies linked to the education of pre-service mathematics teachers. This study aims to characterize epistemic emotions in different practices linked to the practice of mathematics teaching: problem-solving, anticipating what would happen with the students and reflecting on classroom implementation. It considers the theory of Mathematical Working Spaces to describe the mathematical and cognitive dimensions generated by epistemic emotions, paying special attention to the cognition-affect interaction and the workspace created. The results indicate that the epistemic emotions of the pre-service mathematics teachers associated with the distinct practices were different. Differences are observed in the interaction between emotions and cognitive epistemic actions, depending on whether the pre-service mathematics teachers analyze them within the framework of their own solving or anticipate them in their students. This reveals how personal work relates to what is considered to be suitable for students. Specifically, certain antecedents and consequences have been specified for the emotions of surprise and boredom in relation to the characteristics of the optimization problems and the cognitive activity of the subject when solving them. These results highlight the need to enhance the education of pre-service mathematics teachers through training that helps regulate their epistemic emotions and model effective strategies for regulating their own emotions and those of their students.