Exploring Teachers' Affective Responses to Workplace Activities Using the Experience Sampling Method

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-3 - Teacher Researcher

Abstract

The beginning years of teaching have frequently been described in singular—and primarily negative—terms (e.g., “sink-or-swim” or “trial-by-fire”). However, few rigorous studies have collected data on how teachers actually experience their daily work. Using an in-the-moment survey methodology that captures several snapshots of teachers’ daily activities and how they respond emotionally to these activities, this study attempts to fill the gap in this literature. Drawing on a sample of 42 teachers in Michigan and Indiana, we find that teachers’ affective responses to their work vary widely across the workday. When teachers are directly engaged in instruction, they exhibit high levels of positive affect and self-esteem. Meanwhile, daily routines such as planning, paperwork, and grading are associated with negative emotions.

Author

• Nathan Jones, Boston University