Journal
FRONTIERS IN PSYCHOLOGY
Volume 12, Issue -, Pages -Publisher
FRONTIERS MEDIA SA
DOI: 10.3389/fpsyg.2021.612206
Keywords
performance-based accountability; teacher emotions; zhongyong; thinking style; China
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Funding
- International Joint Research Project of Faculty of Education, Beijing Normal University [ICER202004]
- Beijing Normal University
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This study found that teachers' emotions are influenced by performance-based accountability policies, and that the zhongyong thinking style may moderate the relationship between performance-based accountability and joy.
Teachers' emotions may be affected by structural reforms of education that emphasizes performance-based accountability (PBA) and by individual psychological processes like thinking style, but there is a lack of research concerning the relationship between the three factors. In this study, thus, we attempted to test the influence of PBA on teacher emotions and to examine whether the relationship was moderated by a zhongyong thinking (ZYT) style in a Chinese context. A sample of 402 primary and secondary schoolteachers from Hubei, Liaoning, and Beijing in China participated in this study. Structural equation modeling was applied to develop moderation models. The results demonstrated that PBA is a singificant factor with respect to teachers' joy, sadness/frustration, anger, and fear, as related to their job of teaching, but not love of their profession. Moreover, the ZYT style may moderate the relationship between PBA and joy.
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