Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers
Loading...
Author (Corporation)
Publication date
18.09.2024
Type of student thesis
Course of study
Collections
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Social Psychology of Education
Special issue
DOI of the original publication
Link
Series
Series number
Volume
27
Issue / Number
6
Pages / Duration
3369–3398
Patent number
Publisher / Publishing institution
Springer
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Abstract
Team teaching as a close form of teacher collaboration entails frequent interactions between the team-teaching partners in the classroom. During these interactions, the team teachers experience a variety of positive and negative emotions, triggered by their team partner. The teachers may express or suppress these emotions, depending on their habitual use of these emotion regulation strategies. In turn, the teachers’ daily emotions may be related to an important facet of teacher well-being, namely their daily work engagement. This study aims to investigate the related factors (habitual emotion regulation, daily work engagement) of team teachers’ daily positive and negative emotions triggered by the team partner in the classroom. Forty-seven Austrian team teachers working in secondary education completed a daily diary study, consisting of 15 diary entries, measuring their habitual emotion expression and suppression strategies, their daily positive and negative affect and daily work engagement. Multilevel regression analyses were conducted. Results show that positive and negative affect and work engagement vary substantially within and between team teachers. Random-intercept fixed-slope multilevel models indicate that the habitual use of authentic display of positive emotions is associated with daily positive affect, and teachers’ daily positive and negative affect significantly relate to their daily work engagement both on the within- and between-person level. This study underscores the important role that team teachers’ emotional experiences play regarding their work engagement. We draw theoretical and practical implications for the role of emotions during team-teaching practices.
Keywords
Subject (DDC)
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
1381-2890
1573-1928
1573-1928
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
Citation
Muehlbacher, F., Mejeh, M., Keller, M. M., & Hagenauer, G. (2024). Teachers’ daily positive and negative affect and their relationship with teachers’ emotion regulation strategies and daily work engagement – results of a diary study among team teachers. Social Psychology of Education, 27(6), 3369–3398. https://doi.org/10.1007/s11218-024-09951-x