Teacher Emotions: Well Being and Effectiveness

By Christopher W. Day, Gu Qing. 2009

210 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1bfe7e85cc329f08297efc3ebc45def95550813b

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Citations in the corpus

Promoting Stress Management and Wellbeing in Educators: Feasibility and Efficacy of a School-Based Yoga and Mindfulness Intervention (2016, background): “To perform effectively, educators must cope effectively with their own emotional reactivity to student behaviors and a variety of physical and psychological stressors (Day and Qing 2009).”
Early Childhood Professional Well-Being as a Predictor of the Risk of Turnover in Child Care: A Matter of Quality (2020, background): “However, professional well-being is a separate construct, as asserted by Day and Qing (2009), who linked teacher well-being, which they identified as “subjective happiness,” to job satisfaction.”
A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire (2018, background): “…2009; Hagenauer & Volet, 2014); play an important role in forming teachers’ sense of professional identity, commitment, effectiveness and well-being (Day & Qing, 2009); and, it has been proposed, lead to emotional exhaustion and burnout (Chang, 2009), and possibly to turnover and dropout from…”
Teacher Wellbeing During a Pandemic: Surviving or Thriving? (2020, background): “Day and Qing (2009) argue that stress from the role is exacerbated by the fact that “many teachers work in environments that are hostile to their wellbeing’’ (p. 16), and certainly, maintaining wellbeing when potentially exposed to COVID-19 adds further stress to the daily role of teachers.”
The role of teacher emotions in change: Experiences, patterns and implications for professional development (2013, background): “Teacher professional identities then develop over time and are constructed by a complex interplay between personal values, beliefs and past experiences which are bound by social, cultural and institutional relationships (Day and Qing 2009; Zembylas 2005).”
Preschool Teacher Well-Being: A Review of the Literature (2014, background): “To be sure, issues related to education level, compensation, and sources of stress are important to determining teacher well-being but clearly well-being includes wider personal and professional concerns (Day and Gu 2009).”
“Don’t sweat the small stuff:” Understanding teacher resilience at the chalkface (2012, background): “…it has been suggested that high rates of teacher attrition may be “related to the emotional nature of the teaching profession” (Schutz & Zembylas, 2009, p. 3) and that effective teachers manage emotional challenges to realise and maintain a “healthy state of wellbeing” (Day & Gu, 2009, p. 29).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “Studies on teacher emotions suggest that teaching is an emotional endeavour (Hargreaves 1998, 2000), and that teachers’ emotions correlate with their wellbeing and the quality of their teaching (Brackett et al. 2013; Day and Gu 2011; Frenzel 2014; Frenzel et al. 2011).”
Relations between student teachers' basic needs fulfillment and their teaching behavior (2016, result): “The study is in line with the growing attention to the influence of teachers' motivation on their behavior and development (e.g. Day & Gu, 2009; Schieb & Karabenick, 2011).”
Teachers’ Emotional Competence and Social Support: Assessing the Mediating Role of Teacher Burnout (2017, background): “The stress and emotional demands associated with the teaching profession can lead to emotional exhaustion, cynical attitudes about teaching, a reduced feeling of personal accomplishment, and lower job satisfaction (Day & Qing, 2009; Skaalvik & Skaalvik, 2011).”
Inconvenient truths about teacher learning: towards professional development 3.0 (2016, background): “During teaching, a teacher’s behaviour is the result of a complex mix of cognitive, affective and motivational sources in the teacher, which remain partly implicit and are often not reflected on (Bullough, 1989; Day & Gu, 2009; Hargreaves, 1998a; Schutz & Zembylas, 2009; Van Veen & Sleegers, 2006).”