Tracing affective trajectories and triggers in university teachers – a mixed methods study
Abstract Emotions are an important part of university teachers’ well-being and can interfere with teachers’ motivation to teach, their quality of teaching, and their willingness to engage in educational development. This mixed-methods study explores academics’ emotional experiences before, during, a...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-08-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00707-z |
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| Summary: | Abstract Emotions are an important part of university teachers’ well-being and can interfere with teachers’ motivation to teach, their quality of teaching, and their willingness to engage in educational development. This mixed-methods study explores academics’ emotional experiences before, during, and after they engage in teaching, as well as what factors trigger these emotions. Quantitative and qualitative data were collected from university teachers in a large research-intensive university in Norway using a questionnaire. Statistical analyses and qualitative analyses of free-text responses confirmed that university teachers are emotionally activated by teaching and that the emotional valence varies with the different phases of teaching. Excitement, pride, doubt, and anxiety were the most prevalent emotions, while anger, shame and boredom were experienced less frequently. Interaction with students was found to be the most important trigger of emotions. Lack of leadership support and acknowledgement triggered negative emotions. Implications for supporting university teachers are discussed. |
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| ISSN: | 2731-5525 |