Although previous research has indicated that emotions have a substantial impact on teacher well-being, research is lacking concerning the relationships between teachers' emotions, coping strategies, and quitting intentions. This current five-month, two-wave longitudinal study investigated the relations between these variables in a sample of 1086 Canadian teachers (female: 81.3%; M_age = 42). Results from cross-lagged analyses revealed that teachers' trait emotions corresponded with coping strategies and that trait emotions and coping strategies both corresponded with intentions to quit the teaching profession. Mediational latent change analyses further showed that baseline levels of teachers' anxiety corresponded with greater emotion-focused disengagement coping that, in turn, led to stronger intentions to quit the teaching profession. Finally, decreases in teachers' anxiety over time additionally corresponded with decreases in disengagement coping. Limitations and practical implications concerning the importance of providing meaningful support to teachers for reducing anxiety, improving coping, and reducing quitting intentions are discussed.

虽然之前的研究表明情绪对教师幸福感有显着影响，但缺乏关于教师情绪、应对策略和戒烟意愿之间关系的研究。这项当前为期五个月的两波纵向研究调查了 1086 名加拿大教师样本中这些变量之间的关系（女性：81.3%；M_年龄 = 42）。交叉滞后分析的结果表明，教师的特质情绪与应对策略相关，特质情绪和应对策略都与退出教师职业的意图相对应。中介潜在变化分析进一步表明，教师焦虑的基线水平与更大的以情感为中心的脱离应对相对应，从而导致更强烈的退出教师职业的意图。最后，随着时间的推移，教师焦虑的减少也与脱离应对的减少相对应。讨论了为教师提供有意义的支持以减少焦虑、改善应对和减少戒烟意向的重要性的局限性和实际意义。