Although there are studies that link both implicit beliefs and emotions with well-being, most of these studies have been conducted in a domain-general context. The aim of this study was to contextualize these findings in the teaching context by examining the role of implicit beliefs about teaching ability in teacher emotions and satisfaction. This study draws on two theories of emotions: appraisal theories of emotion and broaden-and-build theory of positive emotions in order to understand the roles of cognition (i.e., implicit beliefs about teaching ability: incremental and entity beliefs) and emotions (i.e., teacher emotions: enjoyment, anger, and anxiety) in teaching satisfaction. Using data from a sample of 413 Filipino pre-service teachers, results of structural equation modeling provided support for a model of incremental beliefs about teaching ability predicting teaching satisfaction through teacher emotion of enjoyment. The findings of the study underscore the important role of implicit beliefs about the malleability of teaching ability and positive emotions toward the teaching experience in pre-service teachers’ teaching satisfaction.

中文翻译：

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关于教学能力，教师情感和教学满意度的内隐信念

尽管有一些研究将内隐的信念和情感与幸福联系在一起，但这些研究大多数是在一般领域内进行的。这项研究的目的是通过检查关于教学能力的内在信念在教师情绪和满意度中的作用，在教学情境中将这些发现进行情境化。本研究借鉴了两种情感理论：情感评估理论和积极情感的拓宽构建理论，以了解认知（即关于教学能力的隐性信念：增量和实体信念）和情感（即，教师的情感：享受，愤怒和焦虑）。使用来自413名菲律宾岗前教师的数据，结构方程建模的结果为关于教学能力的增量信念模型提供了支持，该模型通过教师的享受情绪来预测教学满意度。研究结果强调了关于教学能力的可塑性和积极情绪对教学经验的隐性信念在职前教师教学满意度中的重要作用。