Abstract

ALMEIDA, Camila Marta de  and  FREIRE, Sofia. RELATIONSHIP BETWEEN TEACHERS’ EMOTIONS AND TEACHERS’ SELF- EFFICACY: A SYSTEMATIC REVIEW. Práx. Educ. [online]. 2023, vol.19, n.50, e11511.  Epub May 17, 2024. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v19i50.11511.

The goal of the current study was to examine the relationship between teachers’ discrete emotions within the school context and teachers’ self-efficacy. For this, a systematic literature review was conducted. Search was carried out on ERIC EBSCOhost, Scopus and Web of Science databases, within the period between 1980 to February 2022. Peer-reviewed articles published in Portuguese, English and Spanish, which investigated the relationship between the elementary and high school teachers’ discrete emotions and teachers’ self-efficacy were selected for the review. Studies revealed a moderate to high quality as measured by the Appraisal Tool for Cross-Sectional Studies (DOWNES; BRENNAN; WILLIAMS; DEAN, 2016). Overall, seven articles were included with a total of participants ranging from 68 to 3010 teachers. Results moderately support the relationship between some discrete emotions and teachers’ self-efficacy. The review suggests the need for further investigate teachers’ emotions according to a discrete approach, in different cultures.

Keywords : emotion; self-efficacy; teacher; systematic review.

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