Teachers’ Emotions And Emotion Regulation In Assessment Within Online And Face-to-Face Contexts

Teacher emotions,which emerge in the interactions between teachers’ personal beliefs and educational environment,have been increasingly recognized as an essential part of teachers’ professional lives.While prior studies reveal teachers’ emotional experiences in varied instructional settings such as classroom teaching,research on teachers’ emotions and emotion regulation in assessment is regrettably scarce.Drawing upon data from semi-structured interviews and classroom observations with12 high school English teachers in China,this multi-case study adopted the framework of the Ecological Dynamic Systems theory to explore how teachers experience and regulate their emotions in assessment within face-to-face and online contexts.Findings show that high school English teachers experienced negativity-dominated,diverse,and dynamic emotions in assessment within both face-to-face and online contexts.These emotions were mainly evoked in the interactions between teachers’ conceptions of assessment or emotions and diverse antecedents in the microsystem.Student disengagement was the main trigger for teachers’ negative emotions in assessment within both contexts,whereas student engagement and accessible job resources were major sources of their positive emotions in face-to-face and online contexts respectively.The teachers tended to regulate their emotions in assessment through deep acting,among which cognitive change and situation modification,respectively,were the most frequently-employed strategies in face-to-face and online contexts.Additionally,the teachers preferred expressing negative emotions in face-to-face contexts,but they tended to suppress negative emotions in online contexts.Discussions are centered on features of teachers’ emotions in assessment within both face-to-face and online contexts,commonalities and differences in antecedents of these emotions,influences of cultures on teachers’ emotion regulation,and different paths and possible outcomes of emotion regulation.These discussions are then synthesized into an adapted model of Teacher Emotion and Emotion Regulation in Assessment.This model illustrates the relationship among teachers’ conceptions,goals,and standards of assessment,antecedents in nested social-historical contexts,emotion regulation,and assessment practices.This study contributes to scholarship on teacher emotion and teacher assessment literacy by proposing an adapted model of Teacher Emotion and Emotion Regulation in Assessment and an expanded Three-dimensional Model of Assessment Literacy.It advances our current knowledge of teacher emotion with insights about the features,antecedents,and regulation of teachers’ emotions in assessment within face-to-face and online contexts.The practical contribution of this study lies in improving assessment policies,amplifying institutional support for assessment practices,developing teachers’ assessment literacy and emotional intelligence,and enhancing the effectiveness of teacher assessment practice.Limitations of this study regarding the small sample and specific contextualization are also discussed.Future research is recommended to be situated in different socio-historical contexts and adopt ethnographic and mixed methods to explore students’ and parents’ engagement in assessment,effects of varied emotion regulation strategies,and the relationship among teacher emotion,student emotion,and assessment practices.