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Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research

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Abstract

The purpose of this study is to review the limited literature on the emotional aspects of teachers' lives. First, a multicomponential perspective on emotions is described, then the existing literature on teachers' positive and negative emotions is reviewed and critiqued. Next is a summary of the literature suggesting that teachers' emotions influence teachers' and students' cognitions, motivation, and behaviors. Four areas for future research are proposed: management and discipline, adoption and use of teaching strategies, learning to teach, and teachers' motivation. An overview of research methods used in a multicomponential perspective on emotions is provided. This review draws on a variety of research literatures: educational psychology, social and personality psychology, educational sociology, and research on teachers and teaching.

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Authors and Affiliations

  1. Department of Curriculum and Foundations, Cleveland State University, Cleveland, Ohio

    Rosemary E. Sutton

  2. Department of Teacher Education, Cleveland State University, Cleveland, Ohio

    Karl F. Wheatley

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  1. Rosemary E. Sutton
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  2. Karl F. Wheatley
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Correspondence to Rosemary E. Sutton.

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Sutton, R.E., Wheatley, K.F. Teachers' Emotions and Teaching: A Review of the Literature and Directions for Future Research. Educational Psychology Review 15, 327–358 (2003). https://doi.org/10.1023/A:1026131715856

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