Teacher emotions and agency enactment in online teaching

This semester-long study examines teachers' responses to online teaching with a focus on the interplay between teacher emotions and agency enactment in a Chinese university. Analysis of the data from three-round interviews with 12 teachers revealed highly complex emotional trajectories, which were dominated by outcome emotions and characterised by the co-existence of positive and negative emotions. The multiple facets of teacher emotions (i.e., valence, activation, object focus), together with the underlying appraisals, were closely connected to agency enactment. In turn, agency enactment transformed teachers' emotional experiences, which was affected by (dis) enabling agent-context relations at multiple levels.

Automated summary

This semester-long study investigates teachers' responses to online teaching in a Chinese university, with a specific focus on the interplay between teacher emotions and agency enactment. Analysis of data from three-round interviews with 12 teachers revealed complex emotional trajectories dominated by outcome emotions and characterized by the co-existence of positive and negative emotions. The various facets of teacher emotions, together with the underlying appraisals, were closely connected to agency enactment.