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This chapter examines the intricate relationship between teacher emotions, well-being, and resilience, providing a comprehensive understanding of the emotional landscape in educational settings. Emotions are central to teaching, influencing teachers’ professional practices, relationships with students, and overall mental health. While teaching can evoke joy, pride, and satisfaction, it is also a profession marked by stress, emotional exhaustion, and vulnerability to burnout. The chapter highlights how emotional experiences influence the quality of instruction and classroom climate, ultimately impacting student learning and socio-emotional development. Drawing on both hedonic and eudaimonic perspectives on well-being, the chapter examines the internal and external factors that impact teachers’ emotional health, including workload, school climate, student behavior, and interpersonal relationships. It examines how burnout—characterized by emotional exhaustion, depersonalization, and low personal accomplishment—impairs teaching quality and teacher engagement. At the same time, it highlights resilience and emotional intelligence as key protective factors that enable teachers to adapt positively to adversity. The role of emotional intelligence is emphasized as a foundational competence that enhances teachers’ emotional regulation, stress management, and ability to build supportive relationships with students. When nurtured through training and institutional support, these competencies foster a positive learning environment, leading to increased teacher retention and satisfaction. Finally, the chapter outlines practical strategies and public policy implications designed to promote teacher well-being. These include reducing workload, strengthening professional autonomy, enhancing school climate, and integrating emotional education into teacher training. The chapter advocates for a systemic approach to supporting teachers’ emotional lives, recognizing that emotionally healthy teachers are essential to the creation of resilient, inclusive, and effective educational communities.

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Teacher Emotions: A View from the Perspective of Teacher Well-Being and Resilience

  • 章节

  • 发表日期：

    2026年

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  • Paulina Guzmán-Martínez,
  • Jorge J. Varela,
  • Roy Hidalgo-Canales,
  • M. Belén Valdivia,
  • Joaquín Cortés

摘要

This chapter examines the intricate relationship between teacher emotions, well-being, and resilience, providing a comprehensive understanding of the emotional landscape in educational settings. Emotions are central to teaching, influencing teachers’ professional practices, relationships with students, and overall mental health. While teaching can evoke joy, pride, and satisfaction, it is also a profession marked by stress, emotional exhaustion, and vulnerability to burnout. The chapter highlights how emotional experiences influence the quality of instruction and classroom climate, ultimately impacting student learning and socio-emotional development. Drawing on both hedonic and eudaimonic perspectives on well-being, the chapter examines the internal and external factors that impact teachers’ emotional health, including workload, school climate, student behavior, and interpersonal relationships. It examines how burnout—characterized by emotional exhaustion, depersonalization, and low personal accomplishment—impairs teaching quality and teacher engagement. At the same time, it highlights resilience and emotional intelligence as key protective factors that enable teachers to adapt positively to adversity. The role of emotional intelligence is emphasized as a foundational competence that enhances teachers’ emotional regulation, stress management, and ability to build supportive relationships with students. When nurtured through training and institutional support, these competencies foster a positive learning environment, leading to increased teacher retention and satisfaction. Finally, the chapter outlines practical strategies and public policy implications designed to promote teacher well-being. These include reducing workload, strengthening professional autonomy, enhancing school climate, and integrating emotional education into teacher training. The chapter advocates for a systemic approach to supporting teachers’ emotional lives, recognizing that emotionally healthy teachers are essential to the creation of resilient, inclusive, and effective educational communities.