Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions

By Jamie Taxer, A. Frenzel. 2015

322 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/a612899236cc351e6643151914968f1b37678aef

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Citations in the corpus

Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES) (2016, background): “Research also indicates that teachers’ affective experiences are broadly diversified and that omnibus-constructs such as feeling generally emotionally exhausted or depleted are insufficient to describe teachers’ emotional lives in detail (Hagenauer & Volet, 2014a; Taxer & Frenzel, 2015a).”
Meaningful learning in teacher education (2018, background): “Teachers genuinely express, as well as fake and hide, both their positive and negative emotions: faked positive and negative emotions are negatively related to teacher well-being (Taxer & Frenzel, 2015).”
Teacher emotion regulation strategies in response to classroom misbehavior (2020, background): “Using this strategy could come at a cost to teachers since previous research has found that suppressing emotions is linked to teachers experiencing increased strain and emotional exhaustion—a dimension of burnout (Chang, 2013; Taxer & Frenzel, 2015).”
Affectivity, Emotional Labor, Emotional Exhaustion, and Emotional Intelligence in Coaching (2016, result): “Empirical evidences of previous research in teaching domain have also supported this relationship (Martinez-Inigo et al., 2007; Taxer & Frenzel, 2015).”
Teachers’ emotions and emotional authenticity: do they matter to students’ emotional responses in the classroom? (2020, background): “Research has found that teachers regulate their unpleasant emotions such as anger, amongst other strategies, by suppressing the emotion expression (e.g. Taxer & Frenzel, 2015).”
An emotion focused approach in predicting teacher burnout and job satisfaction (2020, background): “…it has been reported that positive emotions are usually expressed, yet negative emotions are hidden and fake positive emotions, that is, reporting positive emotions despite having negative emotions is common among teachers, which has negative consequences for well-being (Taxer & Frenzel, 2015).”
Teachers’ emotional labour, discrete emotions, and classroom management self-efficacy (2018, background): “It was found that surface acting was positively associated with teachers’ emotional exhaustion and/or depersonalization (e.g. Cheung, Tang, & Tang, 2011; Keller et al., 2014; Näring et al., 2006; Noor & Zainuddin, 2011; Philipp & Schüpbach, 2010; Taxer & Frenzel, 2015).”