ABSTRACT
This chapter provides an overview of the frequency of several different emotions that teachers typically experience in the classroom. It also provides insight into what is known about possible origins and outcomes of teacher emotions. In research on emotions at work, boredom has been studied in repetitive, blue-collar jobs, but rarely for white-collar, intellectually demanding jobs such as teaching. The chapter discusses four affective-motivational constructs that more broadly relate to emotions and are relevant to teachers. These constructs include teachers' burnout, emotional labor, enthusiasm, and achievement goals, which are popular topics in the current research literature. Teachers' appraisals of events that occur in the classroom are of primary importance for their emotions. Research clearly indicates a link between students' achievement behavior and their teachers' emotions. Teacher emotions are inextricably linked to the relationships they form with their students. A specific mechanism involved in eliciting effects of teacher emotions is the expressive component of the emotions.
