Teacher leaders’ emotions mirror teacher professionalism via collegial trust

Tianjun CHENG, Junjun CHEN, Darren Anthony BRYANT

Research output: Contribution to journalArticlespeer-review

7 Citations (Scopus)


The current study explores teacher leaders’ emotions and its relationship with teacher professionalism and collegial trust in the Chinese context. A sample of 477 teacher leaders in China responded to three measures, namely, teacher leader emotions, teacher professionalism and trust in colleagues. To analyse the data, confirmatory factor analysis and structural equation modelling were utilised. The results confirmed three hypotheses on the relationships between three constructs. Specifically, positive emotions (e.g., pride and love) from teacher leaders positively and significantly affected their trust in colleagues. Moreover, enjoyment positively affected, and fatigue and anxiety negatively affected, teacher professionalism. The structural model showed that enjoyment, anxiety, and fatigue of teacher leaders directly affected teacher professionalism but pride and love indirectly affected teacher professionalism mediated by their trust in colleagues. It is also interesting to note that pride negatively affected teacher professionalism through collegial trust. Implications and future directions are proposed in the form of theory and practice. Copyright © 2021 De La Salle University.
Original languageEnglish
Pages (from-to)361-373
JournalAsia-Pacific Education Researcher
Issue number4
Early online date07 Feb 2021
Publication statusPublished - Aug 2021


Cheng, T., Chen, J., & Bryant, D. A. (2021). Teacher leaders’ emotions mirror teacher professionalism via collegial trust. Asia-Pacific Education Researcher, 30(4), 361-373. doi: 10.1007/s40299-021-00551-3


  • Teacher leader
  • Teacher professionalism
  • Trust in colleagues
  • Quantitative


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