The influence of teachers' emotions on students' educational outcomes has received increasing scholarly attention in recent years. Despite this growing interest, a systematic review addressing the specific impacts of teachers' emotions on student outcomes remains absent in the literature. This review seeks to fill this gap by synthesizing existing evidence on the relationship between teacher emotions and educational outcomes. Following the PRISMA guidelines, we conducted a comprehensive search of ProQuest and ERIC databases for records published since 2015. The inclusion criteria for selected publications were: (1) peer-reviewed articles published in English or Chinese, and (2) empirical studies. Publications were excluded if they did not meet the following criteria: (1) non-empirical studies, (2) written in languages other than English or Chinese, and (3) duplicates. This process yielded 4,603 records, from which 32 papers were deemed eligible for inclusion. Preliminary analytical results indicate that teacher emotional exhaustion and boredom negatively impact student academic performance and motivation, with burnout affecting learning outcomes through teaching quality and engagement. By providing a comprehensive overview of the existing literature, this review aims to enhance understanding of teachers' emotions' role in shaping students' educational outcomes and to inform future research directions in this important area.

Authors:
Yu-Jui Cheng, Ludwig Maximilian University of Munich, Germany
Anne Christiane Frenzel, Ludwig Maximilian University of Munich, Germany

About the Presenter(s)
Ms. Cheng is a doctoral candidate at the University of Munich, Germany.

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