Mapping the classroom emotional environment

Harvey and Evans (2003) have proposed that teachers’ emotional skills, as required in the classroom, can be organized into a five-dimensional model. Further research is necessary to validate this model and evaluate the importance of each dimension of teacher emotion competence for educational practice. Using a statistical method for mapping psychological constructs, teachers’ emotional practices were transformed into a ‘map’ with three spatial dimensions, which was supported by comparative validity checks. The nature of emotional practice was further investigated by administering a Q-Sort of emotional practice items to 100 teachers. Ten highly applicable clusters of emotional behavior across six profile patterns with teachers were identified. Authors’ model and the applicability of emotions were generally supported.

► Teachers’ emotional skills were organized into a conceptual model.
► Model organized into 3 dimensions. Possible existence of 4th dimension.
► Results replicated with different populations, methodologies, and split-half.
► Ten key areas of emotional practices.
► Six emotional skills profile patterns emerged for teachers.