[en] Based on Pekrun's (2006) control-value theory (CVT) of achievement emotions, we investigated the antecedents of school teachers' emotions. We hypothesized that teachers' perception of positive leadership at school as assessed via PERMA-Lead, a leading style grounded in positive psychology, would lead to teachers' experiences of high positive and low negative teaching emotions. According to CVT, those relations should be mediated by teachers' perceptions of control and value of their work at school. We could confirm this mediation hypothesis based on a sample of n = 446 teachers. Implications for research and practice are outlined.
Disciplines :
Education & enseignement
Auteur, co-auteur :
Goetz, Thomas ; Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Austria
BOTES, Elouise ; University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Behavioural and Cognitive Sciences (DBCS) > Cognitive Science and Assessment
Resch, Lea M. ; Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Austria
Weiss, Sina ; Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Austria
Frenzel, Anne C. ; Department of Psychology, Ludwig-Maximilians-Universität München, Germany
Ebner, Markus ; Department of Developmental and Educational Psychology, Faculty of Psychology, University of Vienna, Austria
Co-auteurs externes :
yes
Langue du document :
Anglais
Titre :
Teachers emotionally profit from positive school leadership: Applying the PERMA-Lead model to the control-value theory of emotions
Akiba, M., Jiang, X., Kim, K., Moran, A.J., Do teachers feel valued in society? Occupational value of the teaching profession in OECD countries. AERA Open, 2023, 10.1177/23328584231179184.
Bandalos, D.L., Finney, S.J., Item parceling issues in structural equation modeling. Marcoulides, G.A., Schumacker, R.E., (eds.) New developments and techniques in structural equation modeling, 2001, Lawrence Erlbaum Associates, Mahwah, NJ, 269–296.
Baron, R.M., Kenny, D.A., The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology 51:6 (1986), 1173–1182.
Bartholomaeus, J.D., Iasiello, M.P., Jarden, A., Burke, K.J., van Agteren, J., Evaluating the psychometric properties of the PERMA profiler. Journal of Well-Being Assessment 4 (2020), 163–180.
Beausaert, S., Froehlich, D.E., Devos, C., Riley, P., Effects of support on stress and burnout in school principals. Educational Research 58:4 (2016), 347–365.
Becker, E.S., Keller, M.M., Goetz, T., Frenzel, A.C., Taxer, J.L., Antecedents of teachers' emotions in the classroom: An intraindividual approach. Frontiers in Psychology, 6, 2015, 635, 10.3389/fpsyg.2015.00635.
Bermejo-Toro, L., Prieto-Ursúa, M., Hernández, V., Towards a model of teacher well-being: Personal and job resources involved in teacher burnout and engagement. Educational Psychology 36:3 (2016), 481–501, 10.1080/01443410.2015.1005006.
Biesanz, J.C., Falk, C.F., Savalei, V., Assessing mediational models: Testing and interval estimation for indirect effects. Multivariate Behavioral Research 45:4 (2010), 661–701, 10.1080/00273171.2010.498292.
Cameron, K.S., Dutton, J., Quinn, R., Foundations of positive organizational scholarship. Cameron, K.S., Dutton, J., Quinn, R., (eds.) Positive organizational scholarship: Foundations of a new discipline, 2003, Berrett-Koehler, 241–261.
Cansoy, R., The relationship between school principals' leadership behaviours and teachers' job satisfaction: A systematic review. International Education Studies 12:1 (2019), 37–52.
Cenkseven-Onder, F., Sari, M., The quality of school life and burnout as predictors of subjective well-being among teachers. Educational Sciences: Theory and Practice 9:3 (2009), 1223–1235.
Chatzistamatiou, M., Dermitzaki, I., Bagiatis, V., Self-regulatory teaching in mathematics: Relations to teachers' motivation, affect and professional commitment. European Journal of Psychology of Education 29:2 (2014), 295–310, 10.1007/s10212-013-0199-9.
Chen, C.Y., Tsai, S.S., Chen, H.W., Wu, H.T., The relationship between the principal's positive leadership and school effectiveness–take school organizational culture as the mediator. European Journal of Psychological Research, 3(2), 2016.
Cherkowski, S., Kutsyuruba, B., Walker, K., Positive leadership: Animating purpose, presence, passion and play for flourishing in schools. Journal of Educational Administration 58:4 (2020), 401–415.
Coffey, J.K., Wray-Lake, L., Mashek, D., Branand, B., A multi-study examination of well-being theory in college and community samples. Journal of Happiness Studies 17 (2016), 187–211.
Donaldson, S., Donaldson, S.I., The positive functioning at work scale: Psychometric assessment, validation, and measurement invariance. Journal of Well-Being Assessment 4 (2020), 181–215, 10.1007/s41543-020-00033-1.
Ebersold, S., Rahm, T., Heise, E., Autonomy support and well-being in teachers: Differential mediations through basic psychological need satisfaction and frustration. Social Psychology of Education 22 (2019), 921–942.
Ebner, M., Positive leadership in action. Tools, techniques & best practices, 2019, Facultas, Vienna.
Ebner, M., Positive leadership. Leading successfully with PERMA-lead: The five keys to high performance, 2020, Facultas, Vienna.
Ebner, M., Dreger, L., Hartner-Tiefenthaler, M., Testtheoretische Kennwerte des PERMA-Lead-Profilers zur Messung von Positive-Leadership-Verhaltensweisen bei Führungskräften. Positive Leadership Erfolgreich führen mit PERMA-Lead: die fünf Schlüssel zur High Performance, 2019, 495–502 facultas http://hdl.handle.net/20.500.12708/30238.
Eccles, J.S., Wigfield, A., Motivational beliefs, values, and goals. Annual Review of Psychology 53 (2002), 109–132, 10.1146/annurev.psych.53.100901.135153.
Elliot, A.J., Murayama, K., Pekrun, R., A 3 × 2 achievement goal model. Journal of Educational Psychology 103:3 (2011), 632–648, 10.1037/a0023952.
Field, A., Discovering statistics using IBM SPSS statistics. 2013, Sage.
Fitzgerald, T., The tyranny of bureaucracy: Continuing challenges of leading and managing from the middle. Educational Management Administration & Leadership 37:1 (2009), 51–65.
Flunger, B., Mayer, A., Umbach, N., Beneficial for some or for everyone? Exploring the effects of an autonomy-supportive intervention in the real-life classroom. Journal of Educational Psychology 111:2 (2019), 210–234, 10.1037/edu0000284.
Forsblom, L., Pekrun, R., Loderer, K., Peixoto, F., Cognitive appraisals, achievement emotions, and students' math achievement: A longitudinal analysis. Journal of Educational Psychology 114:2 (2022), 346–367, 10.1037/edu0000671.
Fredrickson, B.L., The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions. American Psychologist, 56(3), 2001, 218.
Fredrickson, B.L., The broaden–and–build theory of positive emotions. Philosophical transactions of the royal society of London. Series B: Biological Sciences 359:1449 (2004), 1367–1377.
Fredrickson, B.L., Mancuso, R.A., Branigan, C., Tugade, M.M., The undoing effect of positive emotions. Motivation and Emotion 24 (2000), 237–258.
Frenzel, A.C., Teacher emotions. Pekrun, R., Linnenbrink-Garcia, E.A., (eds.) International handbook of emotions in education, 2014, Taylor & Francis, 494–519.
Frenzel, A.C., Goetz, T., Stephens, E.J., Jacob, B., Antecedents and effects of teachers' emotional experiences: An integrated perspective and empirical test. Schutz, P.A., Zembylas, M., (eds.) Advances in teacher emotion research: The impact on teachers' lives, 2009, Springer, 129–152.
García-Carmona, M., Marín, M.D., Aguayo, R., Burnout syndrome in secondary school teachers: A systematic review and meta-analysis. Social Psychology of Education 22 (2019), 189–208, 10.1007/s11218-018-9471-9.
Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., Nagengast, B., More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology 107 (2015), 663–677, 10.1037/edu0000003.
Goetz, T., Bieleke, M., Gogol, K., van Tartwijk, J., Mainhard, T., Lipnevich, A.A., Pekrun, R., Getting along and feeling good: Reciprocal associations between student-teacher relationship quality and students' emotions. Learning and Instruction, 71, 2021, 101349, 10.1016/j.learninstruc.2020.101349.
Goetz, T., Bieleke, M., Yanagida, T., Krannich, M., Roos, A.-L., Frenzel, A.C., Lipnevich, A.A., Pekrun, R., Test boredom: Exploring a neglected emotion. Journal of Educational Psychology 115:7 (2023), 911–931, 10.1037/edu0000807.
Goetz, T., Frenzel, A.C., Stoeger, H., Hall, N.C., Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion 34 (2010), 49–62 https://doi:10.1007/s11031-009-9152-2.
Goetz, T., Hall, N.C., Krannich, M., Boredom. Renninger, K.A., Hidi, S.E., (eds.) The Cambridge handbook on motivation and learning, 2019, Cambridge University Press, 465–486.
Goetz, T., Keller, M.M., Lüdtke, O., Nett, U.E., Lipnevich, A.A., The dynamics of real-time classroom emotions: Appraisals mediate the relation between students' perceptions of teaching and their emotions. Journal of Educational Psychology 112:6 (2020), 1243–1260, 10.1037/edu0000415.
Goetz, T., Steiner, W., Graf, E., Stempfer, L., Ristl, C., Rupprecht, F.S., Donath, J.L., Botes, E., Nikitin, J., Assessing psychological variables on mobile devices: An introduction to the experience sampling app ESM-Quest. Frontiers in Psychology, 14, 2024, 1271422, 10.3389/fpsyg.2023.1271422.
Graf, E., Goetz, T., Bieleke, M., Murano, D., Feeling politics at high school: Antecedents and effects of emotions in civic education. Political Psychology 45:1 (2024), 23–42, 10.1111/pops.12907.
Graham, S., Taylor, A.Z., An attributional approach to emotional life in the classroom. Pekrun, R., Linnenbrink-Garcia, L., (eds.) International handbook of emotions in education, 2014, Routledge, New York and London, 96–119.
Heißenberger, P., Berufsbild Schulleiter/in. Europäische Qualifizierungsimpulse [Job description of a school principal. European qualification impulses]. 2019, Janetschek GmbH.
Horwood, M., Marsh, H.W., Parker, P.D., Riley, P., Guo, J., Dicke, T., Burning passion, burning out: The passionate school principal, burnout, job satisfaction, and extending the dualistic model of passion. Journal of Educational Psychology, 113(8), 2021, 1668.
Horwood, M., Parker, P.D., Marsh, H.W., Guo, J., Dicke, T., School autonomy policies lead to increases in principal autonomy and job satisfaction. International Journal of Educational Research, 115, 2022, 102048.
JASP Team. Jasp. 2023, JASP [Computer software] Version 0.17.1.
Jimenez, W.P., Hu, X., Garden, R., Xie, X., Toward a more PERMA(nent) conceptualization of worker well-being?. Journal of Personnel Psychology, 21(2), 94-100, 2022.
Kemethofer, D., Helm, C., Warwas, J., Does educational leadership enhance instructional quality and student achievement? The case of Austrian primary school leaders. International Journal of Leadership in Education, 2022, 10.1080/13603124.2021.2021294.
Kenny, D.A., Measuring model fit. 2020 Retrieved from http://davidakenny.net/cm/fit.htm.
Kern, M., Waters, L., Adler, A., White, M., Assessing employee wellbeing in schools using a multifaceted approach: Associations with physical health, life satisfaction, and professional thriving. Psychology 5 (2014), 500–513, 10.4236/psych.2014.56060.
Kinman, G., Wray, S., Strange, C., Emotional labour, burnout and job satisfaction in UK teachers: The role of workplace social support. Educational Psychology 31:7 (2011), 843–856.
Kline, R.B., The mediation myth. Basic and Applied Social Psychology 37:4 (2015), 202–213, 10.1080/01973533.2015.1049349.
Kuoppala, J., Lamminpää, A., Liira, J., Vainio, H., Leadership, job well-being, and health effects—a systematic review and a meta-analysis. Journal of Occupational and Environmental Medicine, 2008, 904–915.
Lazarides, R., Buchholz, J., Student-perceived teaching quality: How is it related to different achievement emotions in mathematics classrooms?. Learning and Instruction 61 (2019), 45–59, 10.1016/j.learninstruc.2019.01.001.
Lazarus, R.S., Folkman, S., Stress, appraisal, and coping. 1984, Springer.
Leiner, D.J., SoSci Survey. 2019 [Computer software]. Available at: https://www.soscisurvey.de Version 3.4.09.
Liebowitz, D.D., Porter, L., The effect of principal behaviors on student, teacher, and school outcomes: A systematic review and meta-analysis of the empirical literature. Review of Educational Research 89:5 (2019), 785–827, 10.3102/0034654319866133.
Little, T.D., Cunningham, W.A., Shahar, G., Widaman, K.F., To parcel or not to parcel: Exploring the question, weighing the merits. Structural Equation Modeling 9:2 (2002), 151–173.
Loderer, K., Pekrun, R., Lester, J.C., Beyond cold technology: A systematic review and meta-analysis on emotions in technology-based learning environments. Learning and Instruction, 70, 2020, 101162, 10.1016/j.learninstruc.2018.08.002.
Lorenz, T., Ho, J., Beyer, M., Hagitte, L., Measuring PERMA+4: Validation of the German version of the positive functioning at work scale. Frontiers in Psychology, 14, 2023 https://doi:10.3389/fpsyg.2023.1231299.
Louis, K.S., Murphy, J.F., The potential of positive leadership for school improvement: A cross-disciplinary synthesis. Nordic Journal of Comparative and International Education (NJCIE) 2:2–3 (2018), 165–180.
Marsh, H.W., Pekrun, R., Parker, P.D., Murayama, K., Guo, J., Dicke, T., Arens, A.K., The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology 111 (2019), 331–353, 10.1037/edu0000281.
McDonald, R.P., Test theory: A unified treatment. 1999, Lawrence Erlbaum, Mahwah, NJ.
Mendes, J., Medeiros, T., Silva, O., Tomás, L., Silva, L., Ferreira, J.A., PERMA model of well-being applied to Portuguese senior tourists: A confirmatory factor analysis. Sustainability, 14(13), 2022, 7538.
Mercer, S., Oberdorfer, P., Saleem, M., Helping Language teachers to thrive: Using positive psychology to promote teachers' professional well-being. Gabryś-Barker, D., Gałajda, D., (eds.) Positive psychology perspectives on foreign language learning and teaching, 2016, Springer, 10.1007/978-3-319-32954-3_12.
Musliu, A., Frenzel, A.C., Teachers' emotions: Validation of the teacher emotions scales in Albanian. Educational Research International, 2023, 6641455, 10.1155/2023/6641455.
OECD. PISA 2015 results (volume II): Policies and practices for successful schools. 2016, OECD Publishing, 10.1787/9789264267510-en.
Organisation for Economic Cooperation and Development. Education at a glance 2021: OECD indicators. 2021, OECD Publishing.
O'Shaughnessy, S., Larson, E., Work hard, be nice. 2014, Positive Psychology News https://positivepsychologynews.com/news/james-oshaughnessy-and-emily-larson/2014121030526.
Parker, C., Scott, S., Geddes, A., Snowball sampling. 2019, SAGE Research Methods Foundations 10.4135/.
Pekrun, R., Facets of students' academic motivation: A longitudinal expectancy-value approach. Maehr, M., Pintrich, P., (eds.) Advances in motivation and achievement, Vol. 8, 1993, JAI Press, Greenwich, CT, 139–189.
Pekrun, R., The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review 18 (2006), 315–341, 10.1007/s10648-006-9029-9.
Pekrun, R., Control-value theory: A social-cognitive approach to achievement emotions. Liem, G.A.D., McInerney, D.M., (eds.) Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning, 2018, Information Age Publishing, 162–190.
Pekrun, R., Mind and body in students' and teachers' engagement: New evidence, challenges, and guidelines for future research. British Journal of Educational Psychology 93 (2023), 227–238, 10.1111/bjep.12575.
Pekrun, R., Goetz, T., Frenzel, A.C., Barchfeld, P., Perry, R.P., Measuring emotions in students' learning and performance: The Achievement Emotions Questionnaire (AEQ). Contemporary Educational Psychology 36:1 (2011), 36–48, 10.1016/j.cedpsych.2010.10.002.
Pekrun, R., Perry, R.P., Control-value theory of achievement emotions. Pekrun, R., Linnenbrink-Garcia, L., (eds.) International handbook of emotions in education, 2014, Routledge, New York and London, 120–141.
Pfitzner-Eden, F., Scale for teacher self-efficacy - deutsche adaptierte fassung. Leibniz-Zentrum für psychologische Information und dokumentation (ZPID). 2016, 10.23668/psycharchives.451.
Podsakoff, P.M., MacKenzie, S.B., Lee, J.-Y., Podsakoff, N.P., Common method biases in behavioral research: A critical review of the literature and recommended remedies. Journal of Applied Psychology 88:5 (2003), 879–903, 10.1037/0021-9010.88.5.879.
Putwain, D.W., Becker, S., Symes, W., Pekrun, R., Reciprocal relations between students' academic enjoyment, boredom, and achievement over time. Learning and Instruction 54 (2018), 73–81, 10.1016/j.learninstruc.2017.08.004.
Reijseger, G., Schaufeli, W.B., Peeters, M.C.W., Toon, W.T., Van Beek, I., Ouweneel, E., Watching the paint dry at work: Psychometric examination of the Dutch boredom scale. Anxiety, Stress & Coping 26:5 (2013), 508–525, 10.1080/10615806.2012.720676.
Roos, A.-L., Goetz, T., Krannich, M., Jarrell, A., Donker, M., Mainhard, T., Test anxiety components: An intra-individual approach testing their control antecedents and effects on performance. Anxiety, Stress & Coping 34:3 (2021), 279–298, 10.1080/10615806.2020.1850700.
Rosseel, Y., Lavaan: An R package for structural equation modeling and more, (Version 0.5–12). Journal of Statistical Software 48:2 (2012), 1–36, 10.18637/jss.v048.i02.
Schnell, T., Hoffmann, C., ME-Work: Development and validation of a modular meaning in work inventory. Frontiers in Psychology, 11, 2020, 599913.
Schratz, M., Wiesner, C., Pädagogische Führung - kompetenzprofil und Kompetenzentwicklung von Schulleiterinnen und Schulleitern [Pedagogical leadership - competence profile and competence development of head teachers]. Steffens, U., Posch, P., (eds.) Lehrerprofessionalität und Schulqualität [Teacher professionalism and school quality], 2019, Waxmann, 415–451.
Seligman, M., Flourish. 2011, Free Press.
Seligman, M., PERMA and the building blocks of well-being. The Journal of Positive Psychology 13:4 (2018), 333–335.
Seligman, M.E., Ernst, R.M., Gillham, J., Reivich, K., Linkins, M., Positive education: Positive psychology and classroom interventions. Oxford Review of Education 35:3 (2009), 293–311.
Shao, K., Pekrun, R., Marsh, H.W., Loderer, K., Control-value appraisals, achievement emotions, and foreign language performance: A latent interaction analysis. Learning and Instruction, 69, 2020, 101356, 10.1016/j.learninstruc.2020.101356.
Skaalvik, E.M., Skaalvik, S., Still motivated to teach? A study of school context variables, stress and job satisfaction among teachers in senior high school. Social Psychology of Education 20:1 (2017), 15–37, 10.1007/s11218-016-9363-9.
Skinner, E.A., A guide to constructs of control. Journal of Personality and Social Psychology 71 (1996), 549–570, 10.1037/0022-3514.71.3.549.
Sliwinski, M.J., Measurement-burst designs for social health research. Social and Personality Psychology Compass 2:1 (2008), 245–261, 10.1111/j.1751-9004.2007.00043.x.
Struk, A.A., Carriere, J.S., Cheyne, J.A., Danckert, J., A short boredom proneness scale: Development and psychometric properties. Assessment 24:3 (2017), 346–359 https://doi-org.uaccess.univie.ac.at/10.1177/1073191115609996.
Sutton, R.E., Teachers' anger, frustration, and self-regulation. Schutz, P.A., Pekrun, R., (eds.) Emotion in education, 2007, Academic Press, 251–266.
Tansey, T.N., Smedema, S., Umucu, E., Iwanaga, K., Wu, J.R., Cardoso, E.D.S., Strauser, D., Assessing college life adjustment of students with disabilities: Application of the PERMA framework. Rehabilitation Counseling Bulletin 61:3 (2018), 131–142.
Umucu, E., Examining the structure of the PERMA theory of well-being in veterans with mental illnesses. Rehabilitation Counseling Bulletin 64:4 (2021), 244–247.
Viswesvaran, C., Sanchez, J.I., Fisher, J., The role of social support in the process of work stress: A meta-analysis. Journal of Vocational Behavior 54:2 (1999), 314–334.
von der Embse, N., Mankin, A., Changes in teacher stress and wellbeing throughout the academic year. Journal of Applied School Psychology 37:2 (2021), 165–184.
Weiner, B., Examining emotional diversity in the classroom: An attribution theorist considers the moral emotions. Schutz, P.A., Pekrun, R., (eds.) Emotion in education, 2007, Elsevier Academic Press, 75–88.
West, D.L., Peck, C.M., Reitzug, U.C., Crane, E.A., Accountability, autonomy and stress: Principal responses to superintendent change in a large US urban school district. School Leadership & Management 34:4 (2014), 372–391.
White, M., An evidence-based whole school strategy to positive education. Street, H., Porter, N., (eds.) Better than OK: Helping young people to flourish at school and beyond, 2014, 194–198 ISBN: 1922089796.
White, M.A., Why won't it stick? Positive psychology and positive education. Psychology of Well-being 6:1 (2016), 1–16.
White, M., Murray, A., Building a positive institution. White, M., Murray, A., (eds.) Evidence-based approaches in positive education, 2015, Springer, 10.1007/978-94-017-9667-5_1.
Wigfield, A., Cambria, J.M., Expectancy-value theory: Retrospective and prospective. Urdan, T.C., Karabenick, S.A., (eds.) The decade ahead: Theoretical perspectives on motivation and achievement, Vol. 16, 2010, Emerald Group, UK, 35–70.
Williams, P., Kern, M.L., Waters, L., A longitudinal examination of the association between psychological capital, perception of organizational virtues and work happiness in school staff. Psychology of Well-Being 5 (2015), 1–18.
Yin, H., Huang, S., Lv, L., A multilevel analysis of job characteristics, emotion regulation, and teacher well-being: A job demands-resources model. Frontiers in Psychology, 9, 2018, 2395.
