TABLE 4.

Reasons underlying teachers’ emotions.

Types of emotions	Time	Specific emotions	Reasons
Negative emotions	Pre-coaching	Anxiety	Uncertainty of students’ thinking and responses
		Nervousness	Fear that students might struggle to learn
	Post-coaching	Frustration	The need to differentiate content for a class with a wide range of competencies–the fact that one teacher has to teach for all students in the classroom
Positive emotions	Pre-coaching	Excitement	Some aspect of the concept they were teaching Concept being “new,” “fun,” “straightforward,” and “of personal interest”
	Post-coaching	Feeling good	Close alignment between the teachers’ anticipated student thinking and actual student thinking
Neutral emotions	Pre-coaching	Comfortable Fine	Knowing students’ capabilities related to the lesson
	Post-coaching	Comfortable	Knowing what students learned and didn’t learn during the lesson
Blended-positive emotions	Pre-coaching	Feeling good + Feeling positive	General sense of enjoyment of teaching
	Post-coaching	Feeling good + Not anxious	Students’ ability to complete classroom tasks
Blended-negative emotions	Pre-coaching	Anxious + Nervous	Teaching new concepts
		Frustrated + Anxious	Incorporating new curriculum to their teaching
	Post-coaching	Stressful + Frustrated	Not knowing how the lesson will unfold, and not seeing students’ learning quickly
Mixed emotions	Pre-coaching	Neutral (Okay, Comfortable, Fine, Not frustrated, Not worried) + Positive (good, positive)	Overall sense of competence, and confidence or enjoyment about teaching in general
		Neutral (Okay, Comfortable, Fine, Not frustrated, Not worried) + Negative (Anxious, Nervous, Overwhelmed)	Overall sense of competence, and various concerns such as teaching quality, students’ behavioral issues, students’ prior knowledge, and insufficient teaching preparation
	Post-coaching	Given the non-discernable pattern of mixed emotions for post-coaching conversation, various reasons associated with each emotion was explained in the text.