Journal Articles
Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach
- Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach
- John Wiley & Sons Ltd.
- 2018
-
- Hong Kong
-
- 1997.7 onwards
-
- Primary Education
- Background: Research into teacher emotion has attracted increasing attention in the last two decades. The relevance of teacher emotion in education has been highlighted. However, evidence of how teacher emotions impact their teaching approaches is rather limited.Aims: This study investigated the relationship between two self‐report instruments – the Teacher Emotion Inventory and the Approach to Teaching.Sample: There were 1,830 teachers were approached from 43 primary schools in China and 12 primary schools in Hong Kong.Methods: Exploratory factor analysis, confirmatory factor analysis, and structural equation modelling were utilized in the analysis procedure.Results: As a result, a five‐factor TEI model was identified with two positive factors (Joy and Love) and three negative factors (Sadness, Anger, and Fear). A ATI model involved was confirmed with three factors (Knowledge Transmission, Student‐Teacher Interaction, and Student Focus). Structural equation modelling demonstrated that more student‐centred approaches are the consequence of positive teacher emotions while a teacher‐centred approach is the consequence of negative teacher emotions although there are two surprising links.Conclusions: Identifying this pattern of relationships will contribute to understanding the reasons why new teaching strategies are often not adopted despite well‐designed professional programs and educational reform and will provide implications for teaching improvement through teacher emotion. Copyright © 2018 The British Psychological Society.
-
- English
- Journal Articles
-
- 00070998
- https://bibliography.lib.eduhk.hk/en/bibs/c9865a37
- 2018-07-11
Recent Journal Articles
Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settingsJournal Articles
Early self-regulation: kindergarten teachers’ understandings, estimates, indicators, and intervention strategiesJournal Articles
Linking teacher empathy to multicultural teaching competence: The mediating role of multicultural beliefsJournal Articles
Examining student, parent, and school factors predicting science achievement using a multilevel approach: The case of Hong Kong from the Program for International Student Assessment 2015Journal Articles
Learner identity and investment in EFL, EMI, and ESL contexts: A longitudinal case study of one pre-service teacherJournal Articles
Linking school- and classroom-level characteristics to child adjustment: A representative study of children from Hong Kong, ChinaJournal Articles
Exploring predictors of STEM aspirations from a STEM capital perspectiveJournal Articles
English as a foreign language education in East-Asian early childhood education settings: A scoping reviewJournal Articles