As researchers and school leaders increasingly recognize the importance of teachers’ emotions for both teachers and students, it is imperative that researchers document teachers’ affective experiences using ecologically valid methodologies. In this study, we use the experience sampling method to explore the momentary emotions of 238 teachers in two suburban school districts in the Northeast region of the United States. Using 1443 momentary affective reports, we report patterns in affect that emerged across the full sample of teachers, including the types of emotions teachers experienced most frequently and most intensely, as well as variance in momentary affective experiences, both within and across teachers. We consider ways in which professional role, professional activity, and affective appraisals relate to teachers’ momentary affective experiences, and conclude with a discussion of implications for future research and practice.

中文翻译：

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衡量教师的瞬时影响：探索性经验抽样研究

随着研究人员和学校领导越来越认识到教师情感对教师和学生的重要性，研究人员必须使用生态有效的方法来记录教师的情感体验。在本研究中，我们采用经验抽样的方法来探究美国东北地区两个郊区学区的238名教师的瞬间情绪。使用 1443 份瞬时情感报告，我们报告了整个教师样本中出现的情感模式，包括教师最频繁和最强烈经历的情感类型，以及教师内部和教师之间瞬时情感体验的差异。我们考虑了专业角色、专业活动和情感评估与教师瞬时情感体验的关系，并讨论了对未来研究和实践的影响。