期刊名称：Center for Educational Policy Studies Journal
印刷版ISSN：1855-9719
电子版ISSN：2232-2647
出版年度：2011
卷号：1
期号：3
页码：141
出版社：University of Ljubljana
摘要：Emotions are an integral part of “classroom life” and are experienced inteacher-student interactions quite often (Hosotani & Imai-Matsumura,2011). The present study focuses on teachers’ emotions in classrooms.Its purpose is to establish which emotions are expressed by teachers intheir interactions with students, the triggering situations of the two mostfrequent emotions, and their level of intensity and suitability. Teachers’emotions were observed by students of primary education during theirpractical experience work, in grades one to five. They used a scheme constructedfor observing different aspects of emotions. The observations of108 teachers in 93 primary schools from various Slovenian regions weregathered. The results show that primary school teachers express variouspleasant and unpleasant emotions, with unpleasant emotions prevailing.The average frequency of teachers’ emotion expression decreased fromgrade one to five. Anger was the most frequently expressed emotion (N= 261), followed by joy (N = 151). Teachers’ anger and joy were triggeredin different situations: anger predominantly when students lacked disciplineand joy predominantly in situations of students’ academic achievement.The intensity of expressed anger and joy was moderate in all fivegrades, while the assessed suitability of these two emotions was high.
