Exploring the relations between higher education teachers’ state and trait emotions – a multi-method approach

Abstract

This study examines the relationship between trait-level teaching emotions and state-level emotional experiences of higher education (HE) teachers before and after teaching situations. Data from 59 teachers across seven Finnish research and applied universities were collected using: 1) experience sampling via a smartphone app to assess momentary emotional valence and arousal before and after teaching (185 teaching situations), and 2) an online survey measuring trait-level enjoyment, anger, and anxiety. Results showed that teachers reported more positive state emotions than negative ones both before and after teaching situations. Emotional arousal shifted from predominantly activating emotions before teaching to deactivating emotions afterwards. Trait-level teaching enjoyment was positively associated with state-level emotional valence before teaching situations and with emotional arousal after teaching situations. Trait-level teaching-related anxiety showed a negative relationship with state-level emotional valence before teaching situations, while trait-level teaching-related anger was not related to state-level emotional valence or arousal. This study adds to the expanding research on HE teachers’ emotions by emphasising the intricate relationship between trait emotions and state emotions. The results highlight the need to account for both the stability and variability of emotional experiences in HE teaching environments.