Facets of teachers' emotional lives: A quantitative investigation of teachers' genuine, faked, and hidden emotions

• Teachers genuinely express, fake, and hide their positive and negative emotions.
• Highly efficacious teachers have healthier emotional lives.
• Faked positive and negative emotions are negatively related to teacher well-being.
• Boredom seems to play a more crucial role for teachers than previously assumed.
• Anger is detrimental regardless of if it is genuinely expressed, faked, or hidden.

This study investigated the frequency teachers' genuinely express, fake, and hide various emotions and how they relate to key teacher variables. Analyzing data from N = 266 secondary-school teachers, key results were that teachers frequently genuinely express positive emotions and hide negative emotions, and that there are consistent relationships between genuine expression, faking, and hiding emotions and the proposed correlates. Also, our findings suggest that examining teacher emotions on a molar regulation strategy level (e.g., hiding negative) does not capture the whole picture, instead it is relevant which discrete emotions teachers genuinely express, fake, and hide while in the classroom.