Despite its acknowledged pedagogical value, formative assessment (FA) remains underutilized in physical education (PE). Understanding the factors that support or hinder FA implementation – such as teachers' positive attitudes, knowledge, and self-efficacy in applying both traditional and digital FA – is therefore essential for informing PE teacher education programs. This study investigates German pre-service PE teachers’ (N = 208) attitudes, knowledge, and self-efficacy regarding FA, and their predictive value for intended use of traditional and digital FA. Results revealed favourable attitudes, knowledge, and technological self-efficacy, whereas FA-related self-efficacy remained low. Attitude and technological self-efficacy emerged as the strongest predictors of usage intention. The findings highlight the need for PE teacher education reforms that systematically embed FA, with a focus on diagnostic competence, practice-based learning opportunities, and a mindset shift toward formative, technology-integrated teaching practices.
{"title":"Ready to assess? A survey of German pre-service teachers’ traditional and digital formative assessment in physical education","authors":"Jonathan Müller , Anne-Christin Roth , Thamar Voss , Ingo Wagner","doi":"10.1016/j.tate.2026.105429","DOIUrl":"10.1016/j.tate.2026.105429","url":null,"abstract":"<div><div>Despite its acknowledged pedagogical value, formative assessment (FA) remains underutilized in physical education (PE). Understanding the factors that support or hinder FA implementation – such as teachers' positive attitudes, knowledge, and self-efficacy in applying both traditional and digital FA – is therefore essential for informing PE teacher education programs. This study investigates German pre-service PE teachers’ (<em>N</em> = 208) attitudes, knowledge, and self-efficacy regarding FA, and their predictive value for intended use of traditional and digital FA. Results revealed favourable attitudes, knowledge, and technological self-efficacy, whereas FA-related self-efficacy remained low. Attitude and technological self-efficacy emerged as the strongest predictors of usage intention. The findings highlight the need for PE teacher education reforms that systematically embed FA, with a focus on diagnostic competence, practice-based learning opportunities, and a mindset shift toward formative, technology-integrated teaching practices.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105429"},"PeriodicalIF":3.9,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146191988","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Teacher shortages have emerged as a critical global issue, directly impacting international efforts to ensure equitable access to quality education. This study provides a comprehensive, longitudinal analysis of reading teacher shortages using data from the Progress in International Reading Literacy Study (PIRLS) spanning 2001 to 2021. Drawing on principal-reported data across five survey cycles, we investigate trends in teacher shortages over two decades, their distribution across socioeconomic contexts, and disparities between rural and urban schools. Our findings reveal that, while global shortage rates have remained relatively stable, significant variation exists at the country level. This includes divergent trends in shortage rates and persistent inequalities in their distribution, particularly across schools serving low and high socioeconomic populations and those in rural versus urban areas. These results underscore the critical need for country-specific, policy-driven interventions to address teacher shortages and mitigate inequalities. Furthermore, the study identifies countries that have successfully reduced shortages or inequalities, offering a foundation for future research to examine effective policy frameworks. By highlighting the complexities of teacher shortages at global, national, and contextual levels, this study advances the discourse on education equity and contributes actionable insights for addressing this pressing issue.
{"title":"Trends in reading teacher shortage: Using 20 years of evidence from PIRLS","authors":"Gratia O'Rafferty , Nurullah Eryilmaz , Alec Kennedy , Rolf Strietholt","doi":"10.1016/j.tate.2026.105415","DOIUrl":"10.1016/j.tate.2026.105415","url":null,"abstract":"<div><div>Teacher shortages have emerged as a critical global issue, directly impacting international efforts to ensure equitable access to quality education. This study provides a comprehensive, longitudinal analysis of reading teacher shortages using data from the Progress in International Reading Literacy Study (PIRLS) spanning 2001 to 2021. Drawing on principal-reported data across five survey cycles, we investigate trends in teacher shortages over two decades, their distribution across socioeconomic contexts, and disparities between rural and urban schools. Our findings reveal that, while global shortage rates have remained relatively stable, significant variation exists at the country level. This includes divergent trends in shortage rates and persistent inequalities in their distribution, particularly across schools serving low and high socioeconomic populations and those in rural versus urban areas. These results underscore the critical need for country-specific, policy-driven interventions to address teacher shortages and mitigate inequalities. Furthermore, the study identifies countries that have successfully reduced shortages or inequalities, offering a foundation for future research to examine effective policy frameworks. By highlighting the complexities of teacher shortages at global, national, and contextual levels, this study advances the discourse on education equity and contributes actionable insights for addressing this pressing issue.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105415"},"PeriodicalIF":3.9,"publicationDate":"2026-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146191985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-04DOI: 10.1016/j.tate.2026.105413
Raúl Bustos González , Carlos Mondaca Rojas , Trevor Driscoll , Elizabeth Sanchez Gonzalez
Research on intercultural education, which traditionally focused on the curriculum, has rarely explored the cultural integration present in Indigenous teachers who implement the national educational curriculum based on Eurocentric Western epistemologies in their classrooms. In Chile's Intercultural Bilingual Education (IBE) program, the principal state program for decolonizing education, approximately 650 traditional educators from Indigenous communities teach Indigenous languages and culture. In contrast to those teachers, this paper analyses the representations of the teaching roles of teachers from the estimated 30,000 teachers who identify as Indigenous but are not part of the IBE program. The methodology is a qualitative study of an exploratory, descriptive-interpretative type. Data collection was through eleven semi-structured interviews and a six-subject focus group. The thematic mixed-coded analysis revealed that the national curriculum forms the central node of the representation of the teachers' role, relegating their commitment to their Indigenous ancestry to the background.
{"title":"Decolonization and curriculum: Representations of Chilean indigenous teachers","authors":"Raúl Bustos González , Carlos Mondaca Rojas , Trevor Driscoll , Elizabeth Sanchez Gonzalez","doi":"10.1016/j.tate.2026.105413","DOIUrl":"10.1016/j.tate.2026.105413","url":null,"abstract":"<div><div>Research on intercultural education, which traditionally focused on the curriculum, has rarely explored the cultural integration present in Indigenous teachers who implement the national educational curriculum based on Eurocentric Western epistemologies in their classrooms. In Chile's Intercultural Bilingual Education (IBE) program, the principal state program for decolonizing education, approximately 650 traditional educators from Indigenous communities teach Indigenous languages and culture. In contrast to those teachers, this paper analyses the representations of the teaching roles of teachers from the estimated 30,000 teachers who identify as Indigenous but are not part of the IBE program. The methodology is a qualitative study of an exploratory, descriptive-interpretative type. Data collection was through eleven semi-structured interviews and a six-subject focus group. The thematic mixed-coded analysis revealed that the national curriculum forms the central node of the representation of the teachers' role, relegating their commitment to their Indigenous ancestry to the background.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105413"},"PeriodicalIF":3.9,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-04DOI: 10.1016/j.tate.2026.105426
Jiayi Li , Peter Yongqi Gu
Formative assessment (FA) is widely recognized as integral to effective pedagogy. Research has largely confirmed its potential to improve learning outcomes. This study investigates how a structured 12-week continuing professional development (CPD) program in FA for English as a foreign language (EFL) teachers influenced student achievement in English language learning. Focusing on five secondary school teachers across two schools in China, the research addresses the question: To what extent does FA-focused teacher CPD translate into measurable improvements in students’ English language performance? Data were collected from 509 students (238 in CPD classes, 271 in non-CPD classes) through pre- and post-tests of language proficiency. Quantitative analysis revealed statistically significant gains in post-test performance among CPD-class students compared to their non-CPD counterparts. The findings not only affirm the value of integrating FA into teacher development frameworks but also highlight its potential as a strategy for improving language education outcomes in similar contexts.
{"title":"Teacher continuing professional development in formative assessment: A pathway to enhanced student achievement","authors":"Jiayi Li , Peter Yongqi Gu","doi":"10.1016/j.tate.2026.105426","DOIUrl":"10.1016/j.tate.2026.105426","url":null,"abstract":"<div><div>Formative assessment (FA) is widely recognized as integral to effective pedagogy. Research has largely confirmed its potential to improve learning outcomes. This study investigates how a structured 12-week continuing professional development (CPD) program in FA for English as a foreign language (EFL) teachers influenced student achievement in English language learning. Focusing on five secondary school teachers across two schools in China, the research addresses the question: To what extent does FA-focused teacher CPD translate into measurable improvements in students’ English language performance? Data were collected from 509 students (238 in CPD classes, 271 in non-CPD classes) through pre- and post-tests of language proficiency. Quantitative analysis revealed statistically significant gains in post-test performance among CPD-class students compared to their non-CPD counterparts. The findings not only affirm the value of integrating FA into teacher development frameworks but also highlight its potential as a strategy for improving language education outcomes in similar contexts.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105426"},"PeriodicalIF":3.9,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146191986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study explores how emotion-informed tensions emerged and evolved in school-family collaboration. Using Cultural-Historical Activity Theory (CHAT), it follows a teacher-student-parent triad over three years, drawing on interviews, observations, and artifacts. Four key tensions were identified: student idealism vs. teacher authority, teacher discipline vs. family expectations, collective fairness vs. individualized care, and proactive communication vs. avoidant coping. These tensions reflected deeper contradictions in rules, roles, and emotional norms. Over time, the three-way relationship shifted from a focus on control to more emotionally aware and supportive approaches, facilitated by efforts to repair and rebuild trust. The study highlights the transformative potential of emotional trust and role negotiation in fostering more responsive and sustainable school-family partnerships beyond the classroom. These insights may apply to other educational contexts where emotion-informed tensions between teachers, students, and parents are prevalent.
{"title":"Navigating emotion-informed tensions in school-family collaboration: A longitudinal triadic case study","authors":"Panpan Zhang , Yang Gao , Gaiting Zhao , Hailing Wei , Yanhua Zhang","doi":"10.1016/j.tate.2026.105409","DOIUrl":"10.1016/j.tate.2026.105409","url":null,"abstract":"<div><div>This study explores how emotion-informed tensions emerged and evolved in school-family collaboration. Using Cultural-Historical Activity Theory (CHAT), it follows a teacher-student-parent triad over three years, drawing on interviews, observations, and artifacts. Four key tensions were identified: student idealism vs. teacher authority, teacher discipline vs. family expectations, collective fairness vs. individualized care, and proactive communication vs. avoidant coping. These tensions reflected deeper contradictions in rules, roles, and emotional norms. Over time, the three-way relationship shifted from a focus on control to more emotionally aware and supportive approaches, facilitated by efforts to repair and rebuild trust. The study highlights the transformative potential of emotional trust and role negotiation in fostering more responsive and sustainable school-family partnerships beyond the classroom. These insights may apply to other educational contexts where emotion-informed tensions between teachers, students, and parents are prevalent.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"174 ","pages":"Article 105409"},"PeriodicalIF":3.9,"publicationDate":"2026-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146102900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Conventional teacher professional development (TPD) insufficiently addresses the heterogeneous needs of educators, yet empirical evidence on culturally responsive learning analytics in developing nations remains limited. This design-based research employed convergent mixed methods to develop and evaluate the Smart Teacher Training Platform (STTP) with 2847 Thai teachers across 150 schools. The STTP demonstrated 78 % daily active usage compared to 34 % for conventional platforms, with personalization algorithms attaining 87 % relevance accuracy following cultural adaptations. Participants exhibited significant improvements in digital competencies (d = 2.14), pedagogical knowledge (d = 1.63–2.07), and self-efficacy. Students in high-implementation schools outperformed propensity-matched controls in academic achievement (d = 0.56–0.82). Five interdependent dimensions were identified: contextual personalization, social learning integration, practice-embedded content, comprehensive support systems, and continuous improvement mechanisms. These findings suggest that culturally responsive learning analytics can enhance TPD in developing nations when implemented through collaboration with local educational communities.
{"title":"Personalizing teacher professional development through learning analytics: Evidence from the smart teacher training platform in Thailand","authors":"Anucha Somabut , Kulthida Tuamsuk , Charuni Samat , Grichawat Lowatcharin , Saksuriya Traiyarach , Parama Kwangmuang","doi":"10.1016/j.tate.2026.105425","DOIUrl":"10.1016/j.tate.2026.105425","url":null,"abstract":"<div><div>Conventional teacher professional development (TPD) insufficiently addresses the heterogeneous needs of educators, yet empirical evidence on culturally responsive learning analytics in developing nations remains limited. This design-based research employed convergent mixed methods to develop and evaluate the Smart Teacher Training Platform (STTP) with 2847 Thai teachers across 150 schools. The STTP demonstrated 78 % daily active usage compared to 34 % for conventional platforms, with personalization algorithms attaining 87 % relevance accuracy following cultural adaptations. Participants exhibited significant improvements in digital competencies (d = 2.14), pedagogical knowledge (d = 1.63–2.07), and self-efficacy. Students in high-implementation schools outperformed propensity-matched controls in academic achievement (d = 0.56–0.82). Five interdependent dimensions were identified: contextual personalization, social learning integration, practice-embedded content, comprehensive support systems, and continuous improvement mechanisms. These findings suggest that culturally responsive learning analytics can enhance TPD in developing nations when implemented through collaboration with local educational communities.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105425"},"PeriodicalIF":3.9,"publicationDate":"2026-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146190303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-31DOI: 10.1016/j.tate.2026.105414
Jennifer Kruger , Julie M. Amador , Kenley Ritter , Cynthia Callard
This study informs both practice and research on professional learning for coaches by sharing coaches’ perceived outcomes from participating in eight video clubs focused on coaching conversations embedded within a professional learning project. The research specifically explored video clubs for coaches, termed Video Coaching Clubs, with video clips of coaching conversations serving as catalysts for reflective inquiry and discussion. The dataset consisted of 55 interviews with 30 participants, holding a variety of professional roles, but all engaging in coaching activities during the study. Each participant engaged in a two-year comprehensive online professional learning project. Findings (a) describe a model for Video Coaching Clubs and (b) indicate that coaches perceived the process to (i) expand knowledge of coaching practices, (ii) stimulate change in practice, (iii) reflect on personal coaching practice, and (iv) promote the feeling of a cohort/community. Implications for the design and implementation of professional learning experiences are included.
{"title":"Coaches’ perceptions of the impact of video clubs on professional practice","authors":"Jennifer Kruger , Julie M. Amador , Kenley Ritter , Cynthia Callard","doi":"10.1016/j.tate.2026.105414","DOIUrl":"10.1016/j.tate.2026.105414","url":null,"abstract":"<div><div>This study informs both practice and research on professional learning for coaches by sharing coaches’ perceived outcomes from participating in eight video clubs focused on coaching conversations embedded within a professional learning project. The research specifically explored video clubs for coaches, termed Video Coaching Clubs, with video clips of coaching conversations serving as catalysts for reflective inquiry and discussion. The dataset consisted of 55 interviews with 30 participants, holding a variety of professional roles, but all engaging in coaching activities during the study. Each participant engaged in a two-year comprehensive online professional learning project. Findings (a) describe a model for Video Coaching Clubs and (b) indicate that coaches perceived the process to (i) expand knowledge of coaching practices, (ii) stimulate change in practice, (iii) reflect on personal coaching practice, and (iv) promote the feeling of a cohort/community. Implications for the design and implementation of professional learning experiences are included.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105414"},"PeriodicalIF":3.9,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146190304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-31DOI: 10.1016/j.tate.2025.105356
Cheryl J. Craig , Paige Evans , Donna Stokes , Gayle Curtis , Mariam Manuel , Michele Norton Silk
This article uses the chain mentoring conceptualization from a recent study of the University of Houston's Innovative STEM Teacher Education Program (ISTEP) (pseudonym). In it, we examine interactions among lead teachers in Greater Houston's secondary schools who themselves are graduates of ISTEP. In this narrative inquiry article, we interacted with lead teachers from six urban school districts who support STEM teaching and learning and mentor ISTEP's preservice teachers. Individually and collectively, data was gathered by observing their communications in meetings and by conducting interviews and focus groups with them. Linkages and connections between and among these teacher leaders were identified based on the stories they told and re-told about their lived and re-lived experiences in the ISTEP community. Through this iterative process, we established that chain mentoring also occurred among the lead teachers who supported STEM students and faculty and mentored future STEM teachers in America's fourth largest metropolis.
{"title":"Chain mentoring among STEM lead teachers in urban secondary schools in the mid-southern United States","authors":"Cheryl J. Craig , Paige Evans , Donna Stokes , Gayle Curtis , Mariam Manuel , Michele Norton Silk","doi":"10.1016/j.tate.2025.105356","DOIUrl":"10.1016/j.tate.2025.105356","url":null,"abstract":"<div><div>This article uses the chain mentoring conceptualization from a recent study of the University of Houston's Innovative STEM Teacher Education Program (ISTEP) (pseudonym). In it, we examine interactions among lead teachers in Greater Houston's secondary schools who themselves are graduates of ISTEP. In this narrative inquiry article, we interacted with lead teachers from six urban school districts who support STEM teaching and learning and mentor ISTEP's preservice teachers. Individually and collectively, data was gathered by observing their communications in meetings and by conducting interviews and focus groups with them. Linkages and connections between and among these teacher leaders were identified based on the stories they told and re-told about their lived and re-lived experiences in the ISTEP community. Through this iterative process, we established that chain mentoring also occurred among the lead teachers who supported STEM students and faculty and mentored future STEM teachers in America's fourth largest metropolis.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105356"},"PeriodicalIF":3.9,"publicationDate":"2026-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146081665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-30DOI: 10.1016/j.tate.2026.105405
Célia Oliveira , João Lopes
Teachers' attributions for student misbehavior have been widely studied. However, few studies have examined how teachers in school settings differ in their attributional reasoning using a person-centered method. This study investigates attributional patterns among Portuguese teachers and their association with professional well-being. Using data from 1.165 teachers in grades 1–9, a latent class analysis identified three distinct profiles: Broad Attributors, who endorsed multiple causes but reported low self-efficacy and job satisfaction; Restrained Attributors, who made few attributions and perceived misbehavior as less controllable; and Selective Externalizers, who focused on external causes (e.g., parents, policies) and reported high self-efficacy. Class membership was associated with teaching experience and the educational level taught. These findings highlight how attributional styles relate to teachers' emotional functioning and perceptions of classroom challenges. Implications for teacher education and professional development are discussed, particularly in supporting teachers' resilience and effective classroom management in the face of behavioral difficulties.
{"title":"Unraveling teachers' attributional patterns: A person-centered approach to understanding classroom misbehavior","authors":"Célia Oliveira , João Lopes","doi":"10.1016/j.tate.2026.105405","DOIUrl":"10.1016/j.tate.2026.105405","url":null,"abstract":"<div><div>Teachers' attributions for student misbehavior have been widely studied. However, few studies have examined how teachers in school settings differ in their attributional reasoning using a person-centered method. This study investigates attributional patterns among Portuguese teachers and their association with professional well-being. Using data from 1.165 teachers in grades 1–9, a latent class analysis identified three distinct profiles: Broad Attributors, who endorsed multiple causes but reported low self-efficacy and job satisfaction; Restrained Attributors, who made few attributions and perceived misbehavior as less controllable; and Selective Externalizers, who focused on external causes (e.g., parents, policies) and reported high self-efficacy. Class membership was associated with teaching experience and the educational level taught. These findings highlight how attributional styles relate to teachers' emotional functioning and perceptions of classroom challenges. Implications for teacher education and professional development are discussed, particularly in supporting teachers' resilience and effective classroom management in the face of behavioral difficulties.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105405"},"PeriodicalIF":3.9,"publicationDate":"2026-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146081668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-01-28DOI: 10.1016/j.tate.2026.105412
Shahar Nudler Muzikant, Moti Benita
Teachers often engage in emotional labor - managing emotions to meet job expectations - especially during wartime. This longitudinal study examined how two emotional labor strategies, deep acting (genuinely trying to feel the required emotion) and surface acting (faking or masking emotions), along with teachers' autonomous and controlled reasons for using them, predicted ill-being. A sample of 259 Israeli teachers (Mean experience = 15.1 years; 60 % female) participated in a three-wave study during the Gaza War. Data were collected online and analyzed using multilevel growth curve modeling. Deep acting was associated with lower initial depressive and anxiety symptoms and declining emotional exhaustion. Surface acting predicted higher initial ill-being, though some symptoms decreased over time. Importantly, teachers' motivations explained additional variance: autonomous reasons for emotional labor were linked to lower ill-being, whereas controlled reasons predicted higher ill-being. Findings highlight the value of supporting teachers’ autonomous motivation during periods of acute stress.
{"title":"Teachers’ emotional labor during wartime: Autonomous and controlled reasons as predictors of ill-being","authors":"Shahar Nudler Muzikant, Moti Benita","doi":"10.1016/j.tate.2026.105412","DOIUrl":"10.1016/j.tate.2026.105412","url":null,"abstract":"<div><div>Teachers often engage in emotional labor - managing emotions to meet job expectations - especially during wartime. This longitudinal study examined how two emotional labor strategies, deep acting (genuinely trying to feel the required emotion) and surface acting (faking or masking emotions), along with teachers' autonomous and controlled reasons for using them, predicted ill-being. A sample of 259 Israeli teachers (Mean experience = 15.1 years; 60 % female) participated in a three-wave study during the Gaza War. Data were collected online and analyzed using multilevel growth curve modeling. Deep acting was associated with lower initial depressive and anxiety symptoms and declining emotional exhaustion. Surface acting predicted higher initial ill-being, though some symptoms decreased over time. Importantly, teachers' motivations explained additional variance: autonomous reasons for emotional labor were linked to lower ill-being, whereas controlled reasons predicted higher ill-being. Findings highlight the value of supporting teachers’ autonomous motivation during periods of acute stress.</div></div>","PeriodicalId":48430,"journal":{"name":"Teaching and Teacher Education","volume":"173 ","pages":"Article 105412"},"PeriodicalIF":3.9,"publicationDate":"2026-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146081666","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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