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Teacher Procrastination, Emotions, and Stress: A Qualitative Study.

ABSTRACT: Stress and negative emotions in teachers can lead to occupational burnout, poor performance in the classroom, and decreased job-satisfaction. Apart from having negative personal and physical effects for the individual teacher, teacher stress and burnout are also thought to have negative effects on the respective students and student achievement. As one potential source of teacher stress, procrastination has been speculated about. However, research on the phenomenology and prevalence of procrastination among teachers, as well as its relevance for their emotional and stress experiences, is very scarce. Further, most of the existing research on teacher procrastination used general self-report scales to obtain results. The present study therefore investigated the phenomenology of teacher procrastination as well as its links with emotional experiences and stress, using a qualitative approach. Twenty-seven male and female teachers from Germany were interviewed personally (Mean age = 35.7, SD = 9.64, Min = 25 years, Max = 67 years). Nine of those teachers reported to never needlessly delay an action concerning their profession or not to perceive their dilatory behavior as negative and stressful. Data from the remaining 16 teachers (Mean age = 35.06, SD = 7.01, Min = 26 years, Max = 48 years) were analyzed on the basis of qualitative content analysis by using deductive as well as inductive category application. Results revealed that these teachers procrastinate on an array of professional tasks, such as administrative and organizational tasks and correcting students' work. The results showed that teachers delayed these tasks for different reasons but mainly due to task aversiveness. Further, teachers reported experiencing mainly negative emotions when procrastinating and perceiving their procrastination behavior as moderately stressful, indicating that procrastination is a potential stressor in the teacher profession. Limitations of the study are discussed and directions for future research are proposed.

SUBMITTER: Laybourn S

PROVIDER: S-EPMC6798067 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Teacher Procrastination, Emotions, and Stress: A Qualitative Study.

Laybourn Sara S Frenzel Anne C AC Fenzl Thomas T

Frontiers in psychology 20191011

Stress and negative emotions in teachers can lead to occupational burnout, poor performance in the classroom, and decreased job-satisfaction. Apart from having negative personal and physical effects for the individual teacher, teacher stress and burnout are also thought to have negative effects on the respective students and student achievement. As one potential source of teacher stress, procrastination has been speculated about. However, research on the phenomenology and prevalence of procrasti ...[more]

PMID: 31681115

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Project description:Examining the nature of teachers' emotions and how they are managed and regulated in the act of teaching is crucial to assess the quality of teachers' instruction. Despite the essential role emotions play in teachers' lives and instruction, research on teachers' emotions has not paid much attention on teachers' emotions in the context of daily teaching. This paper explored elementary teachers' emotions while preparing for teaching and during teaching mathematics, reasons that underlie these emotions, and the relationship between their emotions and the quality of their mathematics instruction. Participants were seven elementary teachers working in the U.S. who participated in Holistic Individualized Coaching (HIC) professional development that consisted of five cycles of coaching over an year. For each coaching cycle, pre-coaching conversation and post-coaching conversation data were collected regarding emotions teachers felt in anticipation of teaching and during teaching retrospectively. In order to compare teachers' emotions with instructional quality, coaching sessions were video recorded and analyzed to determine the quality of instruction. Findings of this study showed that teachers reported six categories of emotions (positive, negative, neutral, blended-positive, blended-negative, and mixed), described emotions often in non-typical ways (e.g., "not nervous", "anxious but in a positive way"), and experienced mixed emotions (co-occcurence of positive and negative emotions) as the most dominant emotion. Teachers also had more positive emotions anticipating teaching than actually teaching the lesson. The reason teachers felt mixed emotions reflected the complex and context-specific nature of teaching, a phenonemenon not currently described in the teacher emotion literature. There were no clear relationships between emotional experiences and instructional quality. This study allowed participants to freely describe their authentic, complex, overlapping, and ambiguous emotions in the context of active teaching, which contributes opening up the possibilities of diversifying teacher emotion research and shows the significance and usefulness of understanding teachers' emotions related to active instruction.

Project description:Teacher emotions are complex as emotions are unique to individuals, situated within specific contexts, and vary over time. This study contributed in synthesizing theories of the complexity in two characteristics of multi-dimensionality and dynamics. Further, we provided large-scale empirical evidence by employing big data and computational text analysis. The data contained around one million teachers' online posts from 2007 to 2018. It was scraped from three representative forums of teachers' workplace events and personal life occasions in a popular American teacher website. By conducting thread-level sentiment analysis in forums, we computed word-frequency-based eight discrete emotions ratios (i.e., anger, anticipation, disgust, fear, joy, sadness, surprise, and trust) and the degrees of sentiment polarity (i.e., positive, negative, and neutral). We then used latent Dirichlet allocation for topic classifications. These topics, proxies of contexts, covered a holistic range of teachers' real-life events. Some topics are in the main interest of scholars, such as teachers' professional development and students' behavioral management. This paper is also the first to include the less scholarly studied contexts like professional dressing advice and holiday choices. Then, we examined and visualized variations of emotions and sentiments across 30 topics along with three scales of time (i.e., calendar year, calendar month, and academic semesters). The results showed that teachers tended to have positive sentiments in the online professional community across the past decade, but all eight discrete emotions were presented. The compositions of the specific emotion types varied across topics and time. Regarding the topics of students' behavior issues, teachers' negative emotions' ratios were higher compared when it was presented in other topics. Their negative emotions also peaked during semesters. The forum of teachers' personal lives had positive emotions pronounced across topics and peaked during the wintertime. This paper summarized the evidenced multi-dimensionality characteristic with the multiple types of emotions as compositions and varying degrees of sentiment polarity of teachers. The dynamics characteristic is that teachers' emotions vary across contexts from their workplace to their personal lives and over time. These two characteristics of complexity also suggested potential interplay effects among emotions and across contexts over time.

Project description:Future-oriented emotions could influence our decisions in everyday life and help understand why some individuals are physically active whilst others are not. Current literature distinguishes between two future-oriented emotion constructs: anticipatory and anticipated emotions. While anticipatory emotions are currently experienced emotions about a future event, anticipated emotions refer to the emotions that a person is expected to experience when confronted with a future event. The main aims of the present study were (1) to identify and describe (a) categories of anticipatory emotions experienced before exercise, and (b) categories of anticipated emotions expected to be experienced during and after exercise, and (2) to develop a theoretical model of anticipated emotion categories. Sixteen participants (M age = 26.03, SD = 6.66) were recruited for semi-structured interviews, and their statements were analyzed using principles of the Grounded Theory. In total, 13 different anticipatory and anticipated emotion categories were identified, such as enjoyment, anxiety, pride, self-anger, and relief. Anticipatory emotions seem to reflect the current affective valence of exercising and may be influenced by daily factors. With regards to anticipated emotions, the results show that regular exercisers anticipated also negative emotions such as anxiety, disappointment, and self-anger, and non-regular exercisers also anticipated positive emotions such as enjoyment, pride, and satisfaction. Therefore, future research should not only focus on the valence of future-oriented emotions, but should investigate the possible impact of specific anticipated emotions on exercise behavior. In addition, a theoretical model of anticipated emotion categories in exercise behavior derived from the interviews. The model outlines different categories of anticipated emotions based on appraisal processes. In conclusion, we assume that this developmental process of anticipated emotions may be embedded in a broader, cyclical process within the context of exercising.

Dataset Information

Teacher Procrastination, Emotions, and Stress: A Qualitative Study.

Publications

Teacher Procrastination, Emotions, and Stress: A Qualitative Study.

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