Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019

Research output: Contribution to journalArticlespeer-review

Abstract

This review study aims at providing a fine-grained picture of the research from 1985 to 2019 on teacher emotions. A narrative approach was adopted to undertake the review of 812 articles. The method was constructed under the guidelines of the Preferred Reporting Items for Systematic Review and Meta-Analysis. Based on evidence drawn from existing models and the literature, this review constructed a refined Teacher Emotion Model. This Teacher Emotion Model represents a dynamic, interrelated relation among different elements with one-way, reciprocal and correlative relations between antecedents, teacher emotions and consequences. Implications with regard to theory and foci for future research are then discussed. Copyright © 2020 University of Cambridge, Faculty of Education.
Original languageEnglish
JournalCambridge Journal of Education
Early online date05 Nov 2020
DOIs
Publication statusE-pub ahead of print - 05 Nov 2020

Citation

Chen, J. (2020). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education. Advance online publication. doi: 10.1080/0305764X.2020.1831440

Keywords

  • Teacher emotion
  • Mood
  • Feeling
  • Narrative
  • Review

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