Teacher Emotional Labour, Instructional Strategies, and Students' Academic Engagement: A Multilevel Analysis

Autor/inn/en	Buric, Irena; Frenzel, Anne C.
Titel	Teacher Emotional Labour, Instructional Strategies, and Students' Academic Engagement: A Multilevel Analysis
Quelle	In: Teachers and Teaching: Theory and Practice, 27 (2021) 5, S.335-352 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Frenzel, Anne C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1354-0602
DOI	10.1080/13540602.2020.1740194
Schlagwörter	Emotional Response; Psychological Patterns; Self Expression; Student Evaluation of Teacher Performance; Teacher Effectiveness; Learner Engagement; Correlation; High School Teachers; High School Students; Job Performance; Well Being; Educational Strategies; Foreign Countries; Croatia; Patterns of Adaptive Learning Survey + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Ausdruck; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Korrelation; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Student; Students; Schüler; Schülerin; Studentin; Work performance; Arbeitsleistung; Well-being; Wellness; Wohlbefinden; Lehrstrategie; Ausland; Kroatien
Abstract	The aim of the present study was to explore links between teachers' emotional labour, class-perceived instructional strategies and their students' self-reported academic engagement. Data on emotional labour from N = 95 high-school teachers and their students' (N = 2,111) perceptions of instructional strategies and self-reported academic engagement were analysed through doubly latent multilevel SEM. The results indicated systematic links between teachers' emotional labour strategies and class-perceived instructional strategies and student self-reported engagement. The more frequently teachers reported to hide or suppress their feelings in class, the lower was the instructional strategies as perceived by the students. Teachers' faking emotions were found to be positively linked with class-level engagement. The obtained results imply that interventions fostering teachers' emotion-regulation strategies can be very promising, as they likely are beneficial both for teacher well-being and for teaching performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01