Teacher emotions and instructional quality : Insights from the Global Teaching InSights video study ; A registered report

Kurzfassung/Abstract

Existing research into the link between teachers’ emotions and the quality of their lessons has generally relied either on students’ or teachers’ ratings of instructional quality and drawn on teacher samples from homogenous cultural contexts. The present study addressed these limitations by employing data from the multinational Global Teaching InSights study, in which 652 mathematics teachers in eight countries in East Asia, Europe, and South America self-reported their experiences of enjoyment, anger, and anxiety about teaching, and expert raters assessed instructional quality along the three established dimensions of classroom management, social-emotional support, and instructional support. We used fixed-effects linear models to obtain estimates for the covariation between self-reported trait emotions and observer-rated instructional quality dimensions. For social-emotional support, links with teacher anger and teacher anxiety were negative and significant; the link with teacher enjoyment was positive but did not reach statistical significance. These effects were largely homogenous across the international samples, as exploratory analyses revealed. For classroom management and instructional support, effects were negligible in size, and specifically teacher enjoyment–instructional support links were highly internationally heterogeneous. These findings provide essential insights into how teachers’ internal emotional experience translate into their outward instructional behaviors, and the nuances brought about by varying assessment approaches for instructional quality. The observed cross-country variability may spark future cross-national, cross-cultural research in this domain.