Unpacking the role of school climate factors in fostering teacher enjoyment and self-efficacy in higher education

PLOS One | https://doi.org/10.1371/journal.pone.0329001 August 13, 2025 14 / 17 23. Spilt JL, Koomen HM, Thijs JT. Teacher wellbeing: The importance of teacher-student relationships. Educ Psychol Rev. 2011;23:457–77. https:// doi.org/10.1007/s10648-011-9170-1 24. Burić I, Slišković A, Macuka I. A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology. 2018;38(3):325–49. https://doi.org/10.1080/01443410.2017.1382682 25. Keller MM, Hoy AW, Goetz T, Frenzel AC. Teacher enthusiasm: Reviewing and redefining a complex construct. Educ Psychol Rev. 2016;28:743– 69. https://doi.org/10.1007/s10648-015-9352-0 26. Frenzel AC, Goetz T, Lüdtke O, Pekrun R, Sutton RE. Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. J Educ Psychol. 2009;101(3):705–17. https://doi.org/10.1037/a0014697 27. Hagenauer G, Hascher T, Volet SE. Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship. Eur J Psychol Educ. 2015;30(4):385–403. https://doi.org/10.1007/s10212-015-0250-0 28. Aldrup K, Klusmann U, Lüdtke O. Does basic need satisfaction mediate the link between stress exposure and well-being? A diary study among beginning teachers. Learn Instr. 2017;50:21–30. https://doi.org/10.1016/j.learninstruc.2017.03.004 29. Pekrun R, Frenzel AC, Goetz T, Perry RP. The control-value theory of achievement emotions: An integrative approach to emotions in education.

Emotion in education. Academic Press; 2007. 13–36. 30. Moè A, Pazzaglia F, Ronconi L. When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teach- ing. Teach Teach Educ. 2010;26(5):1145–53. 31. Barger PB, Grandey AA. Service with a smile and encounter satisfaction: Emotional contagion and appraisal mechanisms. Academy of Manage- ment Journal. 2006;49(6):1229–38. 32. Atmaca Ç, Rızaoğlu F, Türkdoğan T, Yaylı D. An emotion focused approach in predicting teacher burnout and job satisfaction. Teach Teach Educ. 2020;90:103025. 33. Büssing AG, Schleper M, Menzel S. Emotions and pre-service teachers’ motivation to teach in the context of returning wolves. Environmental Edu- cation Research. 2019;25(8):1174–89. 34. Nalipay MaJN, Mordeno IG, Semilla JB, Frondozo CE. Implicit Beliefs about Teaching Ability, Teacher Emotions, and Teaching Satisfaction. Asia-Pacific Edu Res. 2019;28(4):313–25. https://doi.org/10.1007/s40299-019-00467-z 35. Chang F-C, Lee C-M, Chiu C-H, Hsi W-Y, Huang T-F, Pan Y-C. Relationships among cyberbullying, school bullying, and mental health in Taiwan- ese adolescents. J Sch Health. 2013;83(6):454–62. https://doi.org/10.1111/josh.12050 PMID: 23586891 36. Taxer JL, Frenzel AC. Facets of teachers’ emotional lives: A quantitative investigation of teachers’ genuine, faked, and hidden emotions. Teach Teach Educ. 2015;49:78–88. 37. Trigwell K. Relations between teachers’ emotions in teaching and their approaches to teaching in higher education. Instructional Science. 2012;40:607–21.

38. Burić I, Slišković A, Sorić I. Teachers’ Emotions and Self-Efficacy: A Test of Reciprocal Relations. Front Psychol. 2020;11:1650. https://doi. org/10.3389/fpsyg.2020.01650 PMID: 32982815 39. Tschannen-Moran M, Hoy AW. Teacher efficacy: capturing an elusive construct. Teach Teach Educ. 2001;17(7):783–805. 40. Kunter M, Frenzel A, Nagy G, Baumert J, Pekrun R. Teacher enthusiasm: Dimensionality and context specificity. Contemp Educ Psychol. 2011;36(4):289–301. 41. Li P-H, Mayer D, Malmberg L-E. Student engagement and teacher emotions in student-teacher dyads: The role of teacher involvement. Learning and Instruction. 2024;91:101876. https://doi.org/10.1016/j.learninstruc.2024.101876 42. Taxer JL, Becker-Kurz B, Frenzel AC. Do quality teacher–student relationships protect teachers from emotional exhaustion? The mediating role of enjoyment and anger. Soc Psychol Educ. 2019;22:209–26. 43. Sutton RE. The emotional experiences of teachers. New Orleans; 2000. 44. Bandura A. Social foundations of thought and action. Englewood Cliffs, NJ: Prentice-Hall; 1986. 45. Klassen RM, Tze VM, Betts SM, Gordon KA. Teacher efficacy research 1998–2009: Signs of progress or unfulfilled promise?. Educ Psychol Rev. 2011;23:21–43. 46. Duffin LC, French BF, Patrick H. The Teachers’ Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers. Teach Teach Educ. 2012;28(6):827–34. 47. Meristo M, Eisenschmidt E. Novice teachers’ perceptions of school climate and self-efficacy. Int J Educ Res. 2014;67:1–10.

48. Fackler S, Malmberg L-E. Teachers’ self-efficacy in 14 OECD countries: Teacher, student group, school and leadership effects. Teaching and Teacher Education. 2016;56:185–95. https://doi.org/10.1016/j.tate.2016.03.002 49. Wilson C, Marks Woolfson L, Durkin K. School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclu- sive teaching. Int J Inclus Educ. 2020;24(2):218–34. 50. Liu H, Chu W, Wang Y. Unpacking EFL Teacher Self-Efficacy in Livestream Teaching in the Chinese Context. Front Psychol. 2021;12:717129. https://doi.org/10.3389/fpsyg.2021.717129 PMID: 34421768 51. Skaalvik EM, Skaalvik S. Teacher self-efficacy and teacher burnout: A study of relations. Teach Teach Educ. 2010;26(4):1059–69.