Antecedents of Chilean in-service science teachers’ emotions: the important role of teacher motivation towards teaching career and self-efficacy

Abstract

This study analyses the antecedents of the most frequent emotions experienced when teaching science (enjoyment, anger and anxiety). Data were obtained from 430 Chilean in-service science teachers using a self-report questionnaire and analysed with linear regressions. The results show the important role of motivation towards teaching career and self-efficacy in teachers’ emotions. Moreover, and to a lesser extent, the perception of science teaching relevance and satisfaction with teaching career choice are antecedents for teacher enjoyment. Notable are the multiple effects of the intrinsic value of the teaching career, the value of working with students, and teacher self-efficacy on the emotions of in-service science teachers, because they increase enjoyment and reduce anger and anxiety. Actions are needed to improve teacher emotions, increase positive ones and reduce negative ones.