Diary Study of Tertiary Teachers' Emotions
The purpose of this diary study was to investigate the emotions experienced by tertiary teachers in their teaching co'ntexts. Fifteeil tertiary teachers from four tertiary institutions in New Zealand (one university, one polytechnic, and two private tertiary providers) completed emotion diaries based an Oatley and Duncan's (1992) format, over five days. The number of emotions recorded ranged from one to four per day. Happiness and satisfaction were the two most frequently recorded positive emotions; anger and disappointment the most frequent negative emotions. Tension was the mostfrequently recorded bodily effect - similar to Oatley and Duncan's (1992) findings. Examples of tertiary teachers' positive emotional engagement with their teaching and their students were evident, as also were examples of emotional labour investment. Overall the results were comparable to findings reported elsewhere on the emotions of teachers in middle and secondary schools, suggesting a universality of emotions in teaching irrespective of teaching level and previous career experience. This diary study was one part of a multi-method study. Future research directions are discussed.