Teachers in special education, compared with those in mainstream contexts, encounter more challenging situations in teaching and suffer from lower psychological and emotional well-being. The major research purpose was to test the effects of teacher values, emotions and emotion regulation on their psychological well-being. The current sample included 66 teachers from three special education schools. Results showed that teachers’ intrinsic value, enjoyment, as well as cognitive reappraisal all positively predicted teachers’ life satisfaction, while teacher anger negatively predicted occupational stress. Moving a step further, when teachers’ cognitive reappraisal levels were taken into consideration, teachers who reported high anger but low cognitive reappraisal were found to have significantly lower life satisfaction. Comparatively, higher life satisfaction was found among teachers who reported high cognitive reappraisal. Theoretical and practical implications of these findings are discussed in relation to research advances in teacher emotions and emotion regulation. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

This chapter focuses on work enjoyment, a typical form of positive emotions, experienced by teacher leaders and examines its influence on their daily workplace creativity beyond the classroom. The chapter also investigates whether quality recovery precedes work enjoyment.Drawing on multiple theoretical perspectives and rich literature from psychology, organizational behavior and education disciplines, a general theoretical model was proposed and tested with Experience Sampling Method (ESM) data collected from teacher leaders in Hong Kong and Shanghai. Cross-lagged path analysis results revealed that work enjoyment creates a critical emotional state bridging personal resources and teacher leaders' creativity. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

Although there is an increasing body of studies on assessing teacher emotions in mainstream education, there is a lack of appropriate measurement tools to assess the emotions of special school teachers. This study tested the generalizability of the 26-item Teacher Emotion Inventory (TEI) among 66 teachers from three special schools in Hong Kong using Rasch modeling. A range of key indicators (e.g., unidimensionality, item fit, person ability and item difficulty match) were tested. The results showed that the TEI for special education teachers (S-TEI) had generally acceptable psychometric properties. The S-TEI seems to be a valid tool to assess the emotions of special school teachers. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

Lately, the topic of emotions in academic contexts has gained research attention, yet there has been relatively little exploration of how beliefs about collaboration contribute to students’ epistemic emotions. The objective of the present study was to examine this relationship in a Liberal Studies lesson. Forty-three Hong Kong secondary school students from two Liberal Studies classes participated in the study voluntarily. They completed instruments measuring their beliefs about collaboration and epistemic emotions (curiosity, confusion, anxiety) after they had completed a collaborative activity in the class. Path analysis showed a negative association between beliefs about collaboration and the two negative emotions (anxiety and confusion), yet a positive one with curiosity. These relationships were found to be consistent, as predicted by theory. Results of the study underscored the need to understand beliefs about collaboration and emotive variables and how these can be harnessed to promote positive learning outcomes. Copyright © 2021 selection and editorial matter, Junjun Chen and Ronnel B. King; individual chapters, the contributors.

The role of emotions in student engagement has been examined in many studies. However, little is known about how emotional intelligence (EI) is related to engagement and other key learning outcomes in higher education. To fill this gap, this study examined how EI is associated with student engagement and how EI and engagement jointly predict key learning outcomes in higher education, including the students’ GPA, generic outcomes, and satisfaction with the university experience. The study adopted a prospective longitudinal design involving 560 first-year students from 10 faculties of a university in Hong Kong. The data were collected at two-time points, namely before the start and after the end of the students’ first year in the university. Structural equation modeling was employed to test the measurement and hypothesized models. Results indicated that EI positively predicted all dimensions of student engagement and promoted key learning outcomes (including GPA, generic learning outcomes, and students’ satisfaction with the university) via the different dimensions of student engagement. The model also explained 16%, 44%, and 38% of the students’ GPA, generic learning outcomes, and satisfaction with their university experience, respectively. This study provides empirical evidence on the positive effect of EI on the students’ optimal functioning in the higher education context. Implications of the findings are discussed. Copyright © 2020 Instituto Superior de Psicologia Aplicada, Lisboa and Springer Nature B.V.

Empirical evidence shows that Hong Kong teachers, especially beginning teachers, are suffering from emotional challenges in their professional lives. This project aimed at enhancing student teachers’ understanding of emotion regulation and cultivating their capacity on emotion regulation to improve their performance in Field Experience. These were achieved through the inclusion of an intervention on emotion regulation in a core undergraduate course, which is offered just before Field Experience.The qualitative data comprised pre- and post-interviews. Twelve students for experimental and control groups respectively participated the two-round interviews. These 24 students were asked to video one lesson and handed it to the project team. Quantitatively, the pre-survey on emotion regulation was conducted with 240 students in the first lecture of the course and the post-survey was conducted to the same group after Field Experience. The performances of the 240 students in Field Experience were collected for comparison analysis.Quantitative data showed that the mean scores for positive emotions in the post-survey are higher than those in the pre-survey (Love, Joy) and the mean scores for negative emotions are lower than those in the pre-survey (Anger, Sadness, Fear), and three mean differences are significant, namely Love, Joy, and Anger. Qualitative data showed that they understood more on emotion and regulation and indicated that including teacher emotion and emotion regulation content in the course is helpful for their coming field experience and day life. Implications to include emotion regulation in training programmes are discussed. Copyright © 2018 HKERA International Conference.

This study aims to understand teacher emotions through interviewing 28 primary teachers in Hong Kong. The study employed content analysis to analyze the data. The results were allocated to three dimensions of teacher emotions—student and learning, teacher and teaching, and the contextual factors. These teachers described 78 emotions of which approximately an equal number were positive and negative. Emotions relating to the student and learning dimension are the most intense, followed by those in the teacher and teaching and contextual factor dimensions. Data also indicated that teachers can hold positive and negative emotions simultaneously (e.g., happy yet pressurized by child's unconditional trust) and can suffer from paradoxical emotions (e.g., regarding education reform). Teachers demonstrated different ways to manage emotions contingent on their demographic background. Given the powerful role that emotions play, recommendations for including teacher emotion education in both initial teacher education and professional development have been proposed accordingly. Copyright © 2018 Education Research Institute, Seoul National University, Seoul, Korea.

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.

This study aims to understand teacher emotions through interviewing 53 primary teachers in Hong Kong and Mainland China. Content analysis was employed to analyze the data. Teachers reported 68 different types of emotions which decreases as distance from the teachers increases at the five nested ecological system – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Teachers mentioned the most emotions at the microsystem level (50 emotions), followed by the exosystem (36), the mesosystem (30), the macrosystem (10), and the chronosystem (seven) levels. These emotions comprised 34 positive emotions (e.g., happiness, caring, pride) and 34 negative emotions (e.g., pressure, sadness, worry). Attention should be paid to the high proportion (50%) of negative emotions described by Hong Kong and Mainland China teachers. Findings may help teachers to understand how to regulate their emotions but also provide strong references for teacher education, teaching, and teacher lives.
[Copyright © 2017 James Nicholas Publishers.]

This study aims to understand teacher emotions through interviewing 25 and surveying 1492 primary teachers in China using a mixed method. Deductive content analysis was employed to analyze the data allocating the five nested ecological system – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Results show that the number of emotions that teachers reported decreased as the distance from the teachers increased. The highest intensity of teacher emotions, especially with regard to teacher-student interaction and classroom management, was reported at the microsystem level. Given the powerful role that emotions and relationships play in teaching and learning, it is critical for teacher education in both preservice and inservice settings to support the development of knowledge and skills for emotional self-regulation, the nurturing of relationships in classrooms, and the improvement of their will-being.