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Research goals and why the work was worth doing Although longitudinal associations between self- efficacy and professional wellbeing indicators have been investigated previously, studies that separate stable individual differences in these constructs from changes that occur within individuals over time are still scarce. Therefore, in the present research, we tested the random- intercept cross lagged panel model (RI-CLPM) and investigated the relationship between teacher self-efficacy and job satisfaction at between- person level (by examining whether teachers with higher levels of self-efficacy are in general more satisfied with their job) and within-person level (by examining whether teachers who report higher than typical levels of self-efficacy are also satisfied with their job more than expected at a single time point and across time points). In addition, since teacher self-efficacy is multi- faceted construct (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management), we tested these relationships for each dimension of teacher self-efficacy separately to examine its possible differentiated effects. Theoretical background The shortage of teachers is a problem faced by many countries around the world. Research shows that attrition rates for teachers in the first five years in the profession are as high as 50% (Buchanan et al., 2013 ; Lindqvist et al., 2014). Strategies aimed at reducing teacher attrition are largely focused at increasing job satisfaction, considering its established relation with the decision to leave the profession (Klassen & Chiu, 2011 ; Kelly et al., 2019). Teachers’ self-efficacy is considered to be one of the most important factors affecting teachers’ job satisfaction - teachers with low levels of self-efficacy tend to be dissatisfied with their jobs, which increases the likelihood of leaving the teaching profession (Evans, 2001 ; Ingersoll, 2001). Design/Methodology/Approach/Intervention In total, 1141 teachers (881 females) with an average teaching experience of 15.88 years (SD = 9.13), employed in 73 secondary schools in Croatia, participated in a longitudinal study with a full panel design. Teachers filled out an online questionnaire four times within a school year with a time lag of 2.5 months. Participation in the study was voluntary and anonymous and responses of teachers from different time points were matched based on specially created self-generated codes. To account for nestedness of teachers within schools and possible bias in estimates of standard errors, the RI-CLPM was tested with the TYPE IS COMPLEX option in Mplus. Results obtained The results showed that stable parts of all three dimensions of teacher self-efficacy and job satisfaction were positively correlated implying that teachers with higher levels of efficacy for student engagement, instructional strategies, and classroom management also tend to be more satisfied with their job. Regarding the time- specific associations, we found that teachers with higher than expected levels of self-efficacy at a given time point, also reported higher than expected levels of job satisfaction. Finally, we established longitudinal spill-over effects from efficacy for student engagement and instructional strategies to job satisfaction, showing that teachers with higher than usual levels of self- efficacy at one time point are also more satisfied with their job at subsequent measurement occasion. However, no such effects were found for efficacy for classroom management. In addition, longitudinal effects from job satisfaction to self-efficacy were not established. Our results point to the importance of examining different aspects of teacher self-efficacy separately and highlight the causal predominance of self-efficacy construct over job satisfaction while exploring its dynamic relationship. Limitations Common method bias may have occurred given that self-efficacy and job satisfaction were both measured using self-ratings. Also, although large, a convenience sample of participants was used. Conclusions – research and or practical implications/Originality/Value Given that higher levels of teacher self-efficacy are related to higher level of job satisfaction, it is necessary to develop and implement different methods and strategies to increase self-efficacy among teachers. Relevance to the Congress Theme As the world of work changes, so does the teaching profession. Changes in the teaching profession result in lower job satisfaction and leaving the profession, which is a problem that many countries around the world are facing. Relevant UN SDGs UN SDGs relevant to this paper are (3) Good health and well-being, (4) Quality education and (8) Decent work and economic growth.

Teacher personality traits have been recognized as important factors for shaping teaching effectiveness. However, less is known about the role of personality in explaining teacher self-efficacy beliefs. Moreover, to provide more accurate predictions of relevant teacher outcomes and to better understand mechanisms underlying trait-outcome relationships, it is important to take a more fine-grained approach and to explore the incremental value of personality facets over global personality domains. Therefore, we collected data on Big Five personality dimensions (i.e., Extraversion, Agreeableness, Conscientiousness, Negative Emotionality, and Open-Mindedness) and efficacy beliefs (i.e., efficacy for student engagement, efficacy for instructional strategies, and efficacy for classroom management) from 1069 Croatian high-school teachers. We tested the domain-incremental facet-acquiescence bifactor model (Danner et al., 2021), which allowed disentangling the domain-level variance, incremental facet-level variance, and item-specific variance, but also specifying the personality factors as orthogonal domains. The results showed that all Big Five domains were independently related to the analyzed efficacy dimensions. More specifically, higher levels of all Big Five dimensions, except the Negative Emotionality, were related to higher levels of teacher efficacy beliefs. Moreover, personality facets demonstrated unique and differentiated associations with teacher efficacy beliefs with the strongest effects regarding efficacy for student engagement and efficacy for classroom management. These findings suggest that specific personality facets have incremental predictive power over and above global personality domains in predicting relevant teacher outcomes such as their self-efficacy beliefs.

Teaching is an emotional endeavor. To prevent interference of emotions with their job performance, teachers use different emotion regulation strategies which can have distinct effects on teaching quality and their relationship with students. Thus, in the present research, we examined the associations of emotion regulation strategies (i.e., reappraisal, suppression, and genuine expression of emotions) with three basic dimensions of teaching quality (i.e., cognitive activation, classroom management, and supportive climate) and student-teacher relationships (i.e., closeness and conflict). In total, 1, 043 Croatian secondary-school teachers, who provided self-reports on their emotion regulation strategies, were matched with 18, 673 of their students, who rated the teaching quality and student-teacher relationship. A multilevel analysis indeed indicated distinct associations of emotion regulation strategies with teacher performance–genuine expression of emotions was positively related to teaching quality, while suppression was negatively related to both teaching quality and student-teacher relationship. Surprisingly, reappraisal was unrelated to analyzed outcomes.

Teachers’ emotions are part of the system that influences and is influenced by classroom processes such as teaching behavior and student outcomes. On the one hand, emotions affect teachers’ performance by shaping their cognitive and self-regulatory processes. On the other hand, teaching behaviors and ways of delivering instruction fuel the emotions teachers experience while teaching and interacting with students. Even though empirical evidence on implications of emotions for teaching is rapidly growing, previous research has been often burdened with limitations (e.g., single source bias, cross-sectional design, small samples, limited range of emotions considered). Thus, in the present research, we tried to overcome these shortcomings by conducting two studies. Study 1 had a cross-sectional design and included data from 1042 Croatian teachers and 16312 of their students. It showed that higher students’ ratings of teaching quality dimensions (i.e., classroom management, cognitive activation, and supportive climate) were positively related to teacher joy, pride, and love, and negatively related to teacher anger, hopelessness, and exhaustion. Study 2 was longitudinal and involved 93 German math teachers and 1442 of their students. Results showed that teacher joy and anger at the beginning of the schoolyear predicted student-reported teacher withitness, caring, and cognitive activation at midterm. Moreover, students’ ratings of teaching quality, in turn, predicted joy and anger at the end of the schoolyear. Effects for teacher anxiety were not significant. We conclude that feeling good leads to good teaching, but also that well-functioning instruction makes teachers feel good.

This report presents insights on student experiences during lockdown due to the COVID-19 pandemic based on questionnaire responses given by students studying in Europe in April 2020. The research focused on the capacity of students, understood as a diverse group, to have reasonably positive academic outcomes in a disaster context such as the COVID-19 pandemic, as well as the role of their academic environment, social networks, emotional make-up, knowledge and skills and material resources in enabling such experiences. At the very end of the report, we provide insights on students’ responses to open questions which covered the advantages and disadvantages of on-line studying during the pandemic, prob- lems students encountered and suggestions for improvement.

The abrupt switch to online teaching, caused by the first lockdown during the COVID-19 pandemic, was a potential threat for teachers' occupational well- being. This study investigated possible protective factors for elementary and high-school teachers in this situation. We expected both individual characteristics (teachers' digital competencies) and institutional resources (social support in schools) to play significant roles in explaining teachers' motivation for online teaching, which we expected to in turn predict teachers' job commitment. A total of 1655 elementary and high school teachers (84% women) between 23 and 70 years old (M=42.93 ; SD=9.93), with teaching experience ranging from less than 6 months to 43 years (M=15.70 ; SD=10.30) filled out online questionnaires: Teacher Digital Competencies Scale (designed for the study based on Redecker, 2017 and Paljina-Reinić et al, 2020), Motivation for Online Teaching Questionnaire (adapted from Abos et al, 2018), Copenhagen Psychosocial Questionnaire (Pejtersen et al., 2010), Teacher Job Commitment Scale (designed for the study based on TALIS 2018 and Theien et al., 2014). The survey was distributed across 227 Croatian schools, during April and May 2020. In line with expectations, teachers' motivation for online teaching significantly mediated the effects of both digital competencies and social support on teachers' job commitment during the first lockdown. Teachers who reported higher levels of digital competencies had higher levels of intrinsic, and lower levels of extrinsic and amotivation for online teaching. In turn, higher levels of intrinsic motivation were associated with higher job commitment, while higher levels of extrinsic motivation and amotivation were associated with lower job commitment. Motivation for online teaching fully mediated the association between digital competencies and job commitment. Those who reported higher social support from fellow teachers had lower levels of amotivation, and higher levels of both intrinsic and extrinsic motivation for online teaching. In turn, higher levels of amotivation and extrinsic motivation were associated with lower levels of job commitment, while higher levels of intrinsic motivation were associated with higher job commitment. Results were similar for social support received from the principal, although it seems that principal's support does not affect levels of extrinsic motivation. Motivation for online teaching was only a partial mediator between social support and job commitment. Our findings give important insights into protective factors for teachers' job commitment during the pandemic and highlight motivation for teaching as an important psychological mechanism underlying effects of social context and individual skills on teachers' job commitment.

During the first lockdown due to the COVID-19 pandemic, teachers were especially affected by the sudden and profound changes in their everyday work and ways of delivering instruction. Some teachers, because of their personality characteristics such as psychological capital, could have been more successful in their adaptation during these demanding and stressful times and had more positive affective experiences related to their work. In addition, teachers who possessed greater psychological capital and consequently experienced more positive and less negative affect, might have also performed better. Thus, in this study, guided by the propositions of the affective events theory (Weiss & Cropanzano, 1996), we wanted to explore do teachers’ positive and negative affect experienced in relation to their work mediate the relationship between their general psychological capital and instructional quality in the context of remote teaching during the COVID-19 pandemic. In total, 1655 elementary and high school teachers from Croatia participated in the study by approaching to online survey distributed across 227 schools. At the time of data collection, remote teaching has already lasted from five to seven weeks. The results showed that psychological capital directly and positively predicted instructional quality, but also indirectly via positive and negative affect. Higher psychological capital predicted higher positive affect, which, in turn, predicted higher instructional quality. On the other hand, higher psychological capital predicted lower negative affect, which in turn predicted lower teaching quality, but this effect was quite small, and probably significant due to large sample (i.e., good statistical power of the research). The results suggest that psychological capital can be considered as an important psychological resource, which could help teachers in dealing with challenging situations, such as the COVID-19 pandemic, and preserve their emotional well-being and performance.

It is often assumed that the association between self-efficacy and job satisfaction is invariant and that the former predicts the latter. However, these two assumptions — its invariance and constructs’ temporal order—have rarely been examined. Focusing on teachers, we tested these two assumptions through a two-part study. In Study 1, we conducted a second-order multigroup factor model (MGCFA) to assess the invariance of the association between teacher self-efficacy (TSE) and job satisfaction (JS) using OECD’s TALIS 2018 data. In Study 2, we used an autoregressive cross-lagged panel design to examine the invariance and temporal ordering of TSE and JS using data from an initial sample of 3002 Croatian teachers (82% female) who completed questionnaires at three time points (at approximately six-month intervals). We found that the associations were invariant across gender, career stages, educational levels, and time. Moreover, we found that JS predicts future levels of TSE but TSE does not predict future levels of JS. These findings challenge previous theoretical and empirical conceptualizations of the constructs’ temporal order. Policies and interventions may thus choose to focus on increasing JS levels to asset in increasing TSE.

In order to serve their roles properly and to meet emotional display rules of teaching profession, teachers perform emotional labor on a daily basis when teaching and interacting with students. Even though previous research has undoubtedly indicated that emotional labor can be harmful for teacher well-being, not much is known on its relationship with teacher self- efficacy - a motivational construct that is believed to strongly shape teachers’ instructional activities and their students’ academic outcomes. Moreover, the existing empirical findings on the role of teacher personality variables in explaining emotional labor and/or self-efficacy are still scarce. Therefore, the aim of the present study was to examine whether teacher emotional labor strategies (i.e., deep acting, hiding feelings and faking emotions) and self-efficacy are concurrently and reciprocally related to each other and whether teacher dispositional affectivity (i.e., positive affectivity and negative affectivity) can predict the use of certain emotional labor strategy and teacher efficacy beliefs. An initial sample of 3002 Croatian teachers (82% female) with varying years of teaching experiences (M=5.28, SD=10.50) participated in a longitudinal study with three time points (with approximately six months lags). Teachers gave self-reports on their dispositional affectivity at Time 1 and on their efficacy beliefs and use of emotional labor strategies at Time 2 and Time 3. An autoregressive cross-lagged analysis shown that emotional labor strategies and teacher self- efficacy are associated with each other both concurrently (i.e., self-efficacy is positively related to deep acting and negatively to hiding feelings and faking emotions at second and third time point) and reciprocally across time (i.e., self-efficacy assessed at Time 2 positively predicted deep acting and negatively hiding feelings assessed at Time 3, while self- efficacy assessed at Time 3 was positively predicted by deep acting and negatively by hiding feelings assessed at Time 2). In addition, positive affectivity positively predicted deep acting and self-efficacy over time, while negative affectivity positively predicted hiding feelings and faking emotions. The results of this study highlight the dynamic nature of teachers’ emotional and motivational processes as well as the prominent role of teachers’ stable personality characteristics in understanding these dynamics.

Previous studies on teachers’ emotional labor have mostly used a variable-centered approach that examines the associations of emotional labor strategies with particular outcome variables thus neglecting the possibility that teachers use different emotional labor strategies simultaneously. Therefore, in this study we took a person-centered approach and explored the emotional labor profiles among teachers (N=2022) by using a latent profile analysis. Additionally, we examined differences among profiles with regard to teachers’ positive affect, self-efficacy, work engagement and job satisfaction. Results revealed six emotional labor profiles characterized by different combinations of deep acting, hiding feelings, and faking emotions. The largest subgroup of teachers, labeled deep actors, reported that they mostly use deep acting, but also sometimes rely on both hiding feelings and faking emotions. The second largest subgroup (i.e., moderate regulators) moderately use all three strategies, but with somewhat higher frequency of deep acting. The next subgroup of teachers was labeled true deep actors because these teachers use almost exclusively deep acting. Next, low regulators engage in all three emotional labor strategies with a similar low frequency. The last two groups of teachers were the smallest (in terms of number of teachers) and were labeled high suppressors (they frequently use all three strategies, but mostly hiding feelings) and low suppressors (they rarely use any strategy but when they do, it is likely they choose hiding feelings). Comparisons of these profiles with respect to positive affect, self-efficacy, work engagement and job satisfaction showed that profiles of teachers who dominantly rely on deep acting had the most adaptive patterns of analyzed outcomes, while profiles of teachers who tend to hide their feelings exhibited less desirable levels of analyzed outcomes. These results imply that teachers with suboptimal constellations of EL strategies can be subjected to intervention programs to ensure and maintain positive professional development.

Teachers experience a diversity of emotions when in classroom. To align their inner feelings and outward expressions with those that are expected and desirable in teaching profession, teachers engage in emotion regulation processes, that is, they perform emotional labor. The four talks in this symposium address the role of teacher emotion and emotion regulation in explaining both teachers’ and students’ outcomes. First, Yin and Huang examine the link between teachers’ emotion regulation strategies and various well-being indicators by means of meta-analysis. Second, Moé presents findings on the relationship between teacher harmonious passion and their affective experiences. Third, Keller and Becker, by implementing an Experience-Sampling-Method, investigate the effects of teachers’ emotions and emotional authenticity as perceived by students on their enjoyment, anger and anxiety. Finally, Burić and colleagues examine the role of emotional labor in understanding emotional contagion, i.e. a transmission of emotions from teachers to their students.

Teachers experience a wide variety of emotions at their workplace that need to be managed in accordance to prescribed emotional rules of teacher profession. Teachers’ emotions and emotion regulation strategies arise from personal beliefs such as self-efficacy and may have an important role in forming teachers’ sense of well-being. The aim of this study was to examine the mediating role of emotional labor and emotions in the relationship between self-efficacy and well-being of middle-school teachers. The study was conducted on a sample of 505 Croatian teachers (Mage=41.39, SDage=10.44 ; 388 of them were female). Teachers filled out self-report scales measuring self-efficacy, emotional labour (deep acting and surface acting), discrete emotions towards students (joy, pride, anger, hopelessness, exhaustion) and well-being (job satisfaction, life satisfaction, positive experiences). SEM analysis revealed that emotional processes fully mediated the relationship between teachers’ self-efficacy and well-being. Self-efficacy was positive predictor of deep acting and positive emotions, and negative predictor of surface acting and negative emotions. Next, deep acting positively predicted positive emotions, while surface acting positively predicted both positive and negative emotions, and well-being. Finally, teachers who reported about experiencing more positive, and less negative emotions, also had higher level of well-being.

The aim of this study was to test reciprocal relations between teachers' self-efficacy and work-related emotions and its predictive value of desire to leave the profession. The study was conducted on the sample of 1525 Croatian teachers by implementing two-wave full panel design with a time lag of six months. Teachers filled out self-report measures that assessed their desire to quit, self-efficacy, and six discrete emotions experienced in relation to teaching and students (i.e. joy, pride, love, anger, hopelessness and fatigue/exhaustion). Cross-lagged analysis revealed the reciprocal relations between emotions and self-efficacy. Teachers who had experienced higher levels of positive emotions assessed at first time point, also reported higher levels of self-efficacy six month later, and vice versa. The opposite trend was found for the relation between negative emotions and self-efficacy. However, emotions predicted desire to quit only if assessed at the same time point (i.e. second wave) – teachers who experienced negative emotions to a greater extent had stronger desire to leave the teaching profession. The opposite was found for positive emotions. Two limitations of the study should be taken into account: 1) convenient sample, and 2) all used measures were based on self-reports. The importance of emotions in the work of teachers will be discussed both from theoretical and practical points of view. The potential value of this study reflects in the fact that this is one of the rare studies that examined the role of emotions in predicting self-efficacy and desire to quit within teacher occupation.

Teaching is a profession characterized by high levels of burnout which affects teacher profession through attrition and shortage, but also by reducing their work motivation and performance as well as the quality of instruction in general. The sources of teacher burnout are complex and multifaceted and relate both to individual (e.g. personality), organizational (e.g. educational level) and transactional factors (e.g. perceived principal support and organizational leadership style). Although antecedents and consequences of teacher burnout has been widely studied, empirical evidence regarding the emotional aspects (especially the positive ones) of teachers’ lives, and its’ connection to burnout is still lacking. Thus, the aim of this study was to test the mediating role of teachers’ emotions and burnout in explaining the relationship between perceived principal support and work engagement. Moreover, we aimed at testing the moderating effect of educational level (i.e. elementary vs. secondary level of primary school) on the proposed relations among constructs. The study was conducted on 854 elementary school teachers (Mage=42.3, SDage=10.1 ; 820 female) and 1032 secondary school teachers (Mage=41.1, SDage=10.3 ; 861 female) from Croatia. Teachers filled out self-report scales measuring burnout (exhaustion and disengagement), work engagement (vigor, dedication and absorption), perceived principal support and positive emotions that teachers experience in relation to their students (joy, pride). Based on multigroup SEM, the following was concluded: 1) emotions and burnout fully mediated the relationship between principal support and work engagement ; 2) emotions partially mediated the relationship between principal support and burnout ; 3) the size of the structural associations among constructs varied across different educational levels ; and 4) the directions of the associations among variables were theoretically meaningful.

Teachers’ positive and negative emotions at their workplace arise from personal and contextual factors and play an important role in forming their sense of professional identity and ultimately their commitment, effectiveness and well-being. The aim of this study was to examine the role of teachers’ personality and emotions in explaining their work engagement. More precisely, we tested the mediating role of negative emotions in explaining the relationship between personality and work engagement. The study was conducted on a sample of 935 Croatian high-school teachers who filled out self-report scales measuring resilience, self-efficacy, negative affectivity, work engagement and negative emotions that they experience in relation to their students. Using SEM, two competing models (i.e. partial vs. full mediation) were tested. The obtained results clearly indicated better fit of the partial mediation model to the data ; personality explained the variance of work engagement both directly and indirectly via emotions.

Research on teachers’ emotions conducted over the past years clearly indicate that emotions are core components of teachers’ lives. Teachers experience a wide variety of both positive and negative emotions in relation to their professional roles and activities. For example, teachers may feel joy and satisfaction when students learn and make progress, frustration and anger when students misbehave or helplessness when, in spite of all the efforts invested, students refuse to engage in learning activities. Such emotions may influence teachers’ performance and relationships with students, but also their sense of well-being. Moreover, teachers are obliged to follow particular emotional display rules when managing their emotions, i.e. they must perform emotional labor which can also have adverse effects on their well-being. Thus, the aim of this study was to examine relationships between teachers’ emotions, emotion labor strategies and well-being, i.e. to test the mediating role of emotional labor in explaining the relationship between teachers’ emotions and well-being. The study was conducted at the end of the school year on the sample of 391 elementary school teachers employed in 32 schools located in 19 different towns and municipalities mostly located in central and eastern regions of Croatia (297 were female, 82 were male, and 12 did not indicate their gender). On average, the teachers were 41.73 years old (SD=10.31) and had 15.05 years of teaching experience (SD=10.92). Teachers filled out self-report scales aimed at assessing emotions they experience in relation to their students (joy, pride, anger, fatigue, helplessness), emotional labor strategies (surface and deep acting), and different components of subjective well-being (satisfaction with life, positive experiences and job satisfaction). In order to answer the research question, and by using SEM techniques, two competing models were tested: 1) Emotional labor strategies partially mediate the relationship between emotions and well-being ; and 2) Emotional labor strategies fully mediate the relationship between emotions and well-being. The obtained results clearly indicated better fit of the partial mediation model to the data ; emotions explained the variance of well-being both directly and indirectly via emotional labor strategies. Moreover, the direction of the associations among variables in the model were as expected. Teachers who experience more positive emotions use deep acting to a greater extent and have higher levels of subjective well-being. On the contrary, teachers who experience more negative emotions, use more surface acting and less deep acting in order to manage their emotions, and report lower levels of subjective well-being. Finally, more surface acting was associated with less well-being and vice versa.