The purpose of this study is to illustrate some of the effects of negative emotional traits in the teaching performance of two English seven and eight grade teachers with forty students each in a public school in Suba, Bogotá. The work focused on three negative emotional traits (frustration, anxiety and lack of creativity) that are the core of a negative class environment. The research of Ferguson, Frost& Hall (2012) explores some of the physical effects such as increased blood pressure, anger, headaches, and some psychological effects such as anxiety, nervousness, tension, frustration and panic, that some teachers might experience when they are exposed to situations of high amount of stress. Furthermore, those effects can affect teacher performance when teaching classes. Two case studies described the situations that affect teachers’ performance, how teachers reacted when experiencing those situations and what the outcomes are in the classroom environment. The main situations found during the study are related with students’ behavior, students’ attitude about class activities, school demands regarding class structure and the amount of English use during classes.
Table of Contents
Introduction
Statement of Area of Focus
General Context
Participants
Research question
Main questions
Sub questions
Objectives
General Objective
Specific Objective
Literature review
Theoretical framework
Emotional traits
Anxiety
Frustration
Creativity
Review of the literature
Methodology
Approach
Type of study
Data collection
Data collection – planning
Data collection – Implementation
Data analysis and interpretation
Students’ behavior correction
Class structure
English used
Students’ motivation
Findings
Conclusions
Limitations of the study
Research Objectives and Themes
The primary objective of this research is to examine how negative emotional traits, specifically anxiety, frustration, and a lack of creativity, impact the teaching performance of English teachers in a public secondary school setting. The study seeks to understand the interplay between teacher emotional states, classroom environment, and students' behavioral responses.
- Impact of negative emotional traits (anxiety, frustration, lack of creativity) on teaching performance.
- The relationship between students' disruptive behavior and teachers' emotional balance.
- Institutional constraints and their effect on class structure and teacher creativity.
- Qualitative analysis of teacher-student interactions and classroom management strategies.
Excerpt from the Book
Theoretical framework
Emotional traits studies examine how negative and positive emotions can affect an individual’s existence. Emotional traits studies have been done by psychologists who argued that emotions are necessary for human’s life. Scientists examined how emotions affect the brain and its neurological processes. To the explore of how the emotional traits of some teachers might affect their teaching performance, emotional traits theories must be explored.
Izard (1977) held that emotions cannot be defined as a simple phenomenon. Izard explained that emotions cannot be defined only by one factor such as the experience of a person, the biological process or the behavior of the subject towards the emotion felt. Izard emphasized the need of combining the three areas in which emotions are perceived; the conscious feeling of emotions, the process that is ensued in the brain, and the evident face or body expressions related with the emotion felt.
In a different research published by Izard (1991), it is clarified that emotions have been defined by different scientific approaches, but there hasn’t been a consensus concerning the definition of emotions. According to Izard in this publication, even though emotions can be defined in different means, it is clear for scientists that emotions are necessary for human behavior. Moreover, Izard explains that although some psychologists, educators and philosophers contemplate that humans are rational beings, others psychologists claim that humans are based on emotions which drive them to learn through experiences or people close to them and that knowledge becomes meaningful for the individual.
Summary of Chapters
Introduction: Provides the rationale for studying teachers' emotions, highlighting the impact of high-stress educational environments on performance and student learning.
Statement of Area of Focus: Describes the specific context of the study, including the public school setting in Suba, Bogotá, and the profile of the participating English teachers.
Research question: Outlines the primary inquiries regarding how emotional traits influence teaching performance and identify the triggers of emotional imbalance.
Objectives: Defines the goal of describing situations impacting teachers' emotional stability and observing the resulting effects on the classroom environment.
Literature review: Examines existing research on the impact of teachers' attitudes and emotional traits on student academic and personal learning processes.
Theoretical framework: Discusses various psychological theories concerning emotions, specifically defining and categorizing anxiety, frustration, and creativity.
Review of the literature: Connects theories to specific pedagogical research, focusing on teacher stress, burnout, and the influence of student behavior.
Methodology: Details the qualitative, illustrative case study approach utilized, including data collection via questionnaires, observations, and audio recordings.
Data collection: Explains the planning and implementation phases of the research, describing how data were gathered from the two teacher participants.
Data analysis and interpretation: Presents the findings regarding common patterns in behavior correction, class structure, English usage, and student motivation.
Findings: Synthesizes the core results, identifying the feedback loop between student misbehavior and teachers' negative emotional traits.
Conclusions: Offers final insights into the cyclical nature of classroom negative emotions and suggests strategies for better teacher support and training.
Limitations of the study: Acknowledges constraints related to time, sample size, and the lack of direct student interviews.
Keywords
anxiety, frustration, lack of creativity, emotional traits, teaching performance, classroom environment, student behavior, teachers' well-being, burnout, qualitative research, classroom management, pedagogical stress, teacher motivation, educational psychology, case study.
Frequently Asked Questions
What is the primary focus of this study?
The study examines the influence of negative emotional traits—specifically anxiety, frustration, and a lack of creativity—on the professional performance of secondary school English teachers.
What are the central themes of the work?
Key themes include teacher well-being, the impact of student behavior on the teaching environment, the role of institutional demands in limiting pedagogical creativity, and the qualitative assessment of classroom dynamics.
What is the core research question?
The research explores the extent to which emotional traits affect the teaching performance of secondary educators at a public school in Bogotá and identifies which specific situations contribute to emotional imbalance.
Which methodology is applied?
The author employs a qualitative approach using an illustrative case study, gathering data through teacher questionnaires, classroom observations, and audio recordings of teaching sessions.
What is covered in the main body of the work?
The main body integrates a theoretical framework on emotional psychology with a comprehensive review of literature on teacher stress, followed by a structured data analysis of classroom observations regarding language use, behavior correction, and motivation.
How are the results characterized by keywords?
The study is characterized by concepts such as emotional traits, teachers' performance, classroom environment, burnout, and student behavior, reflecting the focus on the interaction between educator health and student outcomes.
What role does student behavior play in teacher frustration?
The findings indicate a negative feedback loop where students' disruptive behavior and lack of interest increase teachers' frustration and anxiety, which in turn leads to less creative and effective teaching practices.
How do institutional demands affect the teachers studied?
Institutional requirements, such as strict adherence to a specific textbook and the pressure to complete the curriculum, were found to limit teachers' ability to innovate, thereby reducing opportunities to foster student creativity.
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- Yenny Hoyos (Autor:in), 2016, The Effects of Emotional Traits in Teaching Performance, München, GRIN Verlag, https://www.grin.com/document/355168
