Despite the increasing recognition of teacher emotions' importance in various aspects of education, research to date has underplayed this important aspect for a long time. It is becoming progressively apparent that teachers are ill-prepared and insufficiently supported by initial teacher education and professional training programs that aim at regulating the emotional aspects of their work and themselves.

Hence, the research field on teacher emotion is still in its early developmental stage. The currently available empirical work has identified a limited range of research foci, a lack of integrating different research methodologies, and an imbalance of the methodology in use.
Therefore, comprehensive approaches are urgently needed to bridge the gap between traditional research on teacher development focusing on rational factors, and the emerging educational research field on emotions. The use of these approaches is critical for the integration of findings that can be used by educational practitioners.

This Research Topic aims to further our theoretical and practical knowledge of teacher emotions. The three following themes are of particular interest for this collection:

• nature of teacher emotion
• antecedents of teacher emotion
• effects of teacher emotion

We welcome contributions by scholars whose work advances our understanding on the nature of emotion in both pre-service and in-service teachers, especially focusing on conceptualizing teacher emotion, exploring teachers’ emotional experience, and measuring teacher emotion. The second theme should provide novel insights into the factors that influence teacher emotions during learning and teaching processes, including individual, organizational, and contextual factors. This theme may cover different developmental stages including kindergarten, primary, secondary and higher education. The third theme may address the effects of teacher emotion on students, other teachers, and the wider environment.

Furthermore, because the design and application of intervention programs is largely lacking, this Research Topic would stimulate insights on how to better design interventions on teacher emotion, to improve learning and teaching without sacrificing teachers' wellbeing.

Article contributions are expected to cover a variety of methodologies including quantitative, qualitative, and mixed method approaches as well as longitudinal, experimental designs. We also welcome theoretical and review papers.

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Frontiers in Psychology

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