Emotions are fundamental to teachers' lives. However, until recently, there is relative lack of attention given to emotions in teacher education. Moreover, teacher emotions are often viewed as a function of external factors, neglecting the role of emotion mindset (i.e., beliefs regarding the malleability of emotions) in affecting teachers' emotions and subsequent outcomes. Hence, this research intends to provide a better understanding of how teachers' emotion mindset and emotions contribute to their engagement. We examined a model of growth emotion mindset predicting engagement via positive and negative emotions. We tested this model among in-service (Study 1) and preservice (Study 2) teachers using structural equation modeling (SEM). Results of the SEM showed that an implicit belief in the malleability of emotions (i.e., growth emotion mindset) predicted higher engagement through increased positive emotions and decreased negative emotions. This pattern held for both in-service and preservice teachers. The findings highlight the importance of emotion mindset and emotions for teachers in both work and learning contexts. Implications for teacher education for both practicing and prospective teachers are discussed.

情感是教师生活的基础。然而，直到最近，教师教育中对情感的关注还相对缺乏。此外，教师情绪往往被视为外部因素的函数，忽视了情绪心态（即关于情绪可塑性的信念）在影响教师情绪和后续结果中的作用。因此，本研究旨在更好地了解教师的情绪心态和情绪如何促进他们的参与。我们研究了一种通过积极和消极情绪预测参与度的成长情绪心态模型。我们使用结构方程模型 (SEM) 在在职（研究 1）和职前（研究 2）教师测试了该模型。SEM 的结果表明，对情绪可塑性的内隐信念（即，成长情绪心态）通过增加积极情绪和减少消极情绪来预测更高的参与度。这种模式适用于在职和职前教师。研究结果强调了情绪心态和情绪对教师在工作和学习环境中的重要性。讨论了教师教育对实践教师和未来教师的影响。