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Classroom Emotions and Teacher Decision-Making Processes: A Qualitative Study

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dc.contributor.author Young, Caleb Morgan
dc.date.accessioned 2020-09-18T13:10:44Z
dc.date.available 2020-09-18T13:10:44Z
dc.date.issued 2020-09
dc.identifier.uri http://hdl.handle.net/10587/2151
dc.description.abstract Teachers experience a breadth of emotions while teaching, but their effect upon decision making is not well understood. Using Fredrickson’s broaden-and-build theory as its theoretical framework, the present study investigated events teachers frame as positive and negative and the influence of positive and negative affect upon teachers’ decision-making processes based on thematic analysis of open-ended responses from 68 educators in the Atlantic Canadian province of Nova Scotia. Five themes were identified related to positive affect and decision making: classroom management, cyclical engagement, awareness and reflection, ongoing positivity, and opportunities for upward extension. The effect of negative affect upon teachers’ decision making resulted in three themes: expressed and experienced emotional incongruence, lasting effect on pedagogy, and teachers’ sense of feeling limited in their choice of actions. Limitations and implications for educational practice are discussed, while results are linked back to existing literature and theory. en_US
dc.language.iso en en_US
dc.publisher Mount Saint Vincent University en_US
dc.subject Teacher emotions, teacher decision making, broaden-and-build theory, emotion regulation, emotional labour en_US
dc.type Thesis en_US
dc.title Classroom Emotions and Teacher Decision-Making Processes: A Qualitative Study en_US
dc.format.availability Full-text en_US


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