Teacher emotions in their professional lives: Implications for teacher development

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This study aimed at understanding teacher emotions through interviewing 25 and surveying 1,492 primary teachers in China using a mixed method. Content analysis was employed to analyse the data using the five nested ecological systems – microsystem, mesosystem, exosystem, macro-system, and chronosystem. Statistical techniques such as mean score, Multivariate analysis of variance, Univariate analysis, and effect size were used to deal with the quantitative data. Qualitative results show that 25 teachers described 65 emotions including 33 positive and 32 negative emotions. The number of emotions that teachers reported decreased as the distance from the teachers increased. The quantitative survey comprised 14 positive and 17 negative emotion items. Given the powerful role that emotions and relationships play in education, the discussion was made with regard to classroom management, emotional display rules, and teacher vulnerability. The implications for teacher development and well-being were provided accordingly. Copyright © 2019 Australian Teacher Education Association.
Original languageEnglish
Pages (from-to)491-507
JournalAsia-Pacific Journal of Teacher Education
Issue number5
Early online dateSept 2019
Publication statusPublished - 2020


Chen, J. (2020). Teacher emotions in their professional lives: Implications for teacher development. Asia-Pacific Journal of Teacher Education, 48(5), 491-507. doi: 10.1080/1359866X.2019.1669139


  • Teacher emotion
  • Chinese education
  • Teacher education
  • Mixed method


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