{"id":{"repo_id":"sherbrooke","oai_identifier":"oai:usherbrooke.scholaris.ca:11143/19717"},"canonical_url":"https://search.dev.ndltd.org/etd/sherbrooke/oai:usherbrooke.scholaris.ca:11143/19717","repository":{"repo_id":"sherbrooke","name":"Université de Sherbrooke","base_url":"https://usherbrooke.scholaris.ca/server/oai/request"},"display":{"title":"Exploring teacher emotions in the college classroom : a qualitative study","abstract":"Interest in the role of emotion in education emerged in recent decades with a focus on how student emotions affect their learning. However, to fully understand the impact of emotion on learning, the emotions that teachers experience during the act of teaching need consideration. This qualitative study explored the emotions experienced by a purposive sample of four teachers while teaching in a college classroom. An emic and etic analysis was conducted on transcripts of semi-structured interviews that took place while teachers watched and reflected on a video recording of themselves teaching in class. Theoretical concepts from Gross’ models of emotion generation and emotion regulation (Gross, 2015), and the control-value theory of achievement emotions (Pekrun, 2006) were used to inform the analysis. Although numerous emotions became apparent in the analysis of these teacher reflections, this study focused on feelings of aggravation because their negativity, arousal intensity, and relationship to questions of power and control presented the most risk to ignore and the highest benefit to understand for teachers and students. Several factors that contribute to teacher aggravation and its successful or unsuccessful emotion regulation were identified, including management of teaching goals and values, as well as beliefs and perceptions of authority, control and identity. Presence or absence of conflict among these factors affected teachers’ emotions and the pedagogical decisions they made. In addition, a relationship observed between social justice concerns and the management of teacher aggravation highlight the leadership role of the teacher and suggest a link to student engagement. This exploratory study points to the need for further elaboration of the relationship among these factors to further our understanding of teacher emotions in the college classroom.","abstract_html":"Interest in the role of emotion in education emerged in recent decades with a focus on how student emotions affect their learning. However, to fully understand the impact of emotion on learning, the emotions that teachers experience during the act of teaching need consideration. This qualitative study explored the emotions experienced by a purposive sample of four teachers while teaching in a college classroom. An emic and etic analysis was conducted on transcripts of semi-structured interviews that took place while teachers watched and reflected on a video recording of themselves teaching in class. Theoretical concepts from Gross’ models of emotion generation and emotion regulation (Gross, 2015), and the control-value theory of achievement emotions (Pekrun, 2006) were used to inform the analysis. Although numerous emotions became apparent in the analysis of these teacher reflections, this study focused on feelings of aggravation because their negativity, arousal intensity, and relationship to questions of power and control presented the most risk to ignore and the highest benefit to understand for teachers and students. Several factors that contribute to teacher aggravation and its successful or unsuccessful emotion regulation were identified, including management of teaching goals and values, as well as beliefs and perceptions of authority, control and identity. Presence or absence of conflict among these factors affected teachers’ emotions and the pedagogical decisions they made. In addition, a relationship observed between social justice concerns and the management of teacher aggravation highlight the leadership role of the teacher and suggest a link to student engagement. This exploratory study points to the need for further elaboration of the relationship among these factors to further our understanding of teacher emotions in the college classroom.","abstract_has_math":false,"creators":["Hlywa, Mary A."],"institution":"Université de Sherbrooke","degree_name":"M. 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However, to fully understand the impact of emotion on learning, the emotions that teachers experience during the act of teaching need consideration. This qualitative study explored the emotions experienced by a purposive sample of four teachers while teaching in a college classroom. An emic and etic analysis was conducted on transcripts of semi-structured interviews that took place while teachers watched and reflected on a video recording of themselves teaching in class. Theoretical concepts from Gross’ models of emotion generation and emotion regulation (Gross, 2015), and the control-value theory of achievement emotions (Pekrun, 2006) were used to inform the analysis. Although numerous emotions became apparent in the analysis of these teacher reflections, this study focused on feelings of aggravation because their negativity, arousal intensity, and relationship to questions of power and control presented the most risk to ignore and the highest benefit to understand for teachers and students. Several factors that contribute to teacher aggravation and its successful or unsuccessful emotion regulation were identified, including management of teaching goals and values, as well as beliefs and perceptions of authority, control and identity. Presence or absence of conflict among these factors affected teachers’ emotions and the pedagogical decisions they made. In addition, a relationship observed between social justice concerns and the management of teacher aggravation highlight the leadership role of the teacher and suggest a link to student engagement. This exploratory study points to the need for further elaboration of the relationship among these factors to further our understanding of teacher emotions in the college classroom.","Les dernières décennies ont reconnu le rôle et l'importance de l'émotion dans l'éducation et sa relation avec la cognition et le fonctionnement humain efficace (Brackett et Rivers, 2014). Les multiples composants impliqués dans la génération et la régulation des émotions font de la compréhension de sa complexité un défi dans n'importe quelle situation. Si l'éducation doit utiliser ces connaissances au profit de l'enseignement et de l'apprentissage, l’exploration des relations entre les composantes des processus émotionnels doit continuer pour être mieux comprises. Les aperçus nécessaires concernent non seulement les émotions des élèves, mais aussi les émotions des enseignants en reconnaissance de leur rôle de leader ou chef dans la classe du collège. La recherche sur les émotions des enseignants est relativement rare par rapport à la recherche sur les émotions des élèves, à l'exception d'un vaste corpus de recherches sur l'épuisement professionnel des enseignants (Frenzel, 2014). Mais l'avantage potentiel d'une compréhension plus approfondie peut avoir de multiples avantages, allant du perfectionnement et de soutien des enseignants à la prévention de l'épuisement professionnel, à l'engagement accru des élèves, à la réalisation améliorée des objectifs de justice sociale (Schutz & Zembylas, 2009). Cette étude qualitative a exploré les émotions ressenties par un échantillon intentionnel de quatre enseignantes provenant d’un collège urbain. L'analyse a centré sur le processus émotionnel des sentiments des enseignantes dans un contexte de classe de collège. Une analyse émique et étique a été menée sur transcriptions d'entretiens semi-structurés qui ont eu lieu pendant que les enseignantes regardaient et réfléchissaient sur un enregistrement vidéo d'eux- mêmes enseignant en classe. Concepts théoriques des modèles de génération et de régulation des émotions (Gross, 2015), et la théorie de la valeur et du contrôle des émotions d’accomplissement (Pekrun, 2006) a été utilisée pour éclairer l'analyse. Bien que de nombreuses émotions soient devenues apparentes dans l'analyse de ces réflexions des enseignantes, cette étude s'est concentrée sur les sentiments d'aggravation parce que leur négativité, leur intensité d'excitation et leur relation avec les questions de pouvoir et de contrôle présentaient le plus grand risque à ignorer et le plus grand avantage à comprendre pour les enseignants, les enseignantes ainsi que pour leurs étudiants et étudiantes. Plusieurs facteurs ont été identifiés qui contribuent aux sentiments de l'aggravation de l'enseignante et à sa régulation émotionnelle réussie ou non, y compris la gestion des objectifs et des valeurs d'enseignement, ainsi que les croyances et les perceptions d'autorité, de contrôle et d'identité. La présence ou l'absence de conflit entre ces facteurs a affecté les émotions des enseignantes et les décisions pédagogiques qu'elles ont prises. De plus, une relation observée entre les préoccupations de justice sociale et la gestion des sentiments de l'aggravation des enseignants met en évidence le rôle de leadership de l'enseignant et suggère un lien avec l'engagement des élèves. Cette étude exploratoire souligne la nécessité d'élaborer davantage la relation entre ces facteurs pour approfondir notre compréhension des émotions des enseignants dans la salle de classe du collégial."]},{"key":"dc:title","label":"Title","values":["Exploring teacher emotions in the college classroom : a qualitative study"]}]}],"canonical_facts":{"dc:contributor.advisor":["Bateman, Dianne","Clausen, Christina"],"dc:creator":["Hlywa, Mary A."],"dc:date.accessioned":["2022-09-29"],"dc:date.available":["2022-09-29T20:55:55Z"],"dc:date.issued":["2021"],"dc:description.abstract":["Interest in the role of emotion in education emerged in recent decades with a focus on how student emotions affect their learning. However, to fully understand the impact of emotion on learning, the emotions that teachers experience during the act of teaching need consideration. This qualitative study explored the emotions experienced by a purposive sample of four teachers while teaching in a college classroom. An emic and etic analysis was conducted on transcripts of semi-structured interviews that took place while teachers watched and reflected on a video recording of themselves teaching in class. Theoretical concepts from Gross’ models of emotion generation and emotion regulation (Gross, 2015), and the control-value theory of achievement emotions (Pekrun, 2006) were used to inform the analysis. Although numerous emotions became apparent in the analysis of these teacher reflections, this study focused on feelings of aggravation because their negativity, arousal intensity, and relationship to questions of power and control presented the most risk to ignore and the highest benefit to understand for teachers and students. Several factors that contribute to teacher aggravation and its successful or unsuccessful emotion regulation were identified, including management of teaching goals and values, as well as beliefs and perceptions of authority, control and identity. Presence or absence of conflict among these factors affected teachers’ emotions and the pedagogical decisions they made. In addition, a relationship observed between social justice concerns and the management of teacher aggravation highlight the leadership role of the teacher and suggest a link to student engagement. This exploratory study points to the need for further elaboration of the relationship among these factors to further our understanding of teacher emotions in the college classroom.","Les dernières décennies ont reconnu le rôle et l'importance de l'émotion dans l'éducation et sa relation avec la cognition et le fonctionnement humain efficace (Brackett et Rivers, 2014). Les multiples composants impliqués dans la génération et la régulation des émotions font de la compréhension de sa complexité un défi dans n'importe quelle situation. Si l'éducation doit utiliser ces connaissances au profit de l'enseignement et de l'apprentissage, l’exploration des relations entre les composantes des processus émotionnels doit continuer pour être mieux comprises. Les aperçus nécessaires concernent non seulement les émotions des élèves, mais aussi les émotions des enseignants en reconnaissance de leur rôle de leader ou chef dans la classe du collège. La recherche sur les émotions des enseignants est relativement rare par rapport à la recherche sur les émotions des élèves, à l'exception d'un vaste corpus de recherches sur l'épuisement professionnel des enseignants (Frenzel, 2014). Mais l'avantage potentiel d'une compréhension plus approfondie peut avoir de multiples avantages, allant du perfectionnement et de soutien des enseignants à la prévention de l'épuisement professionnel, à l'engagement accru des élèves, à la réalisation améliorée des objectifs de justice sociale (Schutz & Zembylas, 2009). Cette étude qualitative a exploré les émotions ressenties par un échantillon intentionnel de quatre enseignantes provenant d’un collège urbain. L'analyse a centré sur le processus émotionnel des sentiments des enseignantes dans un contexte de classe de collège. Une analyse émique et étique a été menée sur transcriptions d'entretiens semi-structurés qui ont eu lieu pendant que les enseignantes regardaient et réfléchissaient sur un enregistrement vidéo d'eux- mêmes enseignant en classe. Concepts théoriques des modèles de génération et de régulation des émotions (Gross, 2015), et la théorie de la valeur et du contrôle des émotions d’accomplissement (Pekrun, 2006) a été utilisée pour éclairer l'analyse. Bien que de nombreuses émotions soient devenues apparentes dans l'analyse de ces réflexions des enseignantes, cette étude s'est concentrée sur les sentiments d'aggravation parce que leur négativité, leur intensité d'excitation et leur relation avec les questions de pouvoir et de contrôle présentaient le plus grand risque à ignorer et le plus grand avantage à comprendre pour les enseignants, les enseignantes ainsi que pour leurs étudiants et étudiantes. Plusieurs facteurs ont été identifiés qui contribuent aux sentiments de l'aggravation de l'enseignante et à sa régulation émotionnelle réussie ou non, y compris la gestion des objectifs et des valeurs d'enseignement, ainsi que les croyances et les perceptions d'autorité, de contrôle et d'identité. La présence ou l'absence de conflit entre ces facteurs a affecté les émotions des enseignantes et les décisions pédagogiques qu'elles ont prises. De plus, une relation observée entre les préoccupations de justice sociale et la gestion des sentiments de l'aggravation des enseignants met en évidence le rôle de leadership de l'enseignant et suggère un lien avec l'engagement des élèves. Cette étude exploratoire souligne la nécessité d'élaborer davantage la relation entre ces facteurs pour approfondir notre compréhension des émotions des enseignants dans la salle de classe du collégial."],"dc:identifier.uri":["http://hdl.handle.net/11143/19717"],"dc:language.iso":["en"],"dc:publisher":["Université de Sherbrooke"],"dc:subject":["Emotion","Emotional processing","Teachers","College classroom","Interviews","Video recording","Emotion regulation","Control-value theory of achievement emotions","Feelings","Aggravation","Perceptions","Goals","Control","Values","Identity","Authority","Social justice"],"dc:title":["Exploring teacher emotions in the college classroom : a qualitative study"],"dc:type":["Essai"],"thesis:degree_discipline":["Enseignement au collégial"],"thesis:degree_level":["Maîtrise"],"thesis:degree_name":["M. Éd."],"thesis:institution_name":["Université de Sherbrooke"]},"updated_at":"2026-07-27T21:07:32Z"}