Exploring Teachers' Emotions and Emotion Regulation in Online Contexts

• In Event: Foregrounding Online Instructor Preparation and Professional Learning

Abstract

The purpose of this study is twofold: (a) to gain insight into the emotional experiences of higher institution teachers in reacting to the transition from in-person teaching to online teaching during COVID-19, and (b) to investigate the strategies teacher adopted to regulate emotions when they teach remotely. Data for analysis involved both surveys and in-depth interviews. All interviewees were Canadian university instructors from a wide range of backgrounds. Findings for (a): supportive relationships/good cooperation with colleagues helps boost teachers’ positive emotions; lacking connections with students/colleagues facilitates the feeling of isolation. And for (b): teachers applying reappraisal strategies in response to students’ decreased engagement enables them to manage negative emotional experiences. Implications for higher education in online contexts are further discussed.

Authors

• Xiaoshan Huang, McGill University

• Stephanie Beck, McGill University

• Lingyun Huang, The Education University of Hong Kong

• Susanne P. Lajoie, McGill University