Examining STEM faculty emotions in the classroom

ABSTRACT Student persistence in STEM [Science, Technology, Engineering, and Mathematics] degree programmes is problematic. While multiple factors contribute to this complex problem, quality of teaching practices and student perceptions of faculty in STEM fields are commonly cited as a critical influence on student persistence. Fortunately, prior research has connected teacher emotions in the classroom with quality of teaching. This study used Q methodology, designed specifically to describe, and differentiate feelings and views about a topic, to examine STEM faculty emotions in the classroom. Alternatively, most instructor emotion studies are based on scaled surveys or emotion diaries, both of which involve self-report data. Q offers a unique way to use self-referential data, through the structuring of items into a sort based on internal feeling, and statistical analyses to provide empirical evidence about instructor emotions. Inspired by a Q study that examined Tai high school teacher emotions using Q, this study involved only STEM faculty, primarily at one public university within the USA. Within this study, three distinct typologies reflecting positive faculty classroom emotion are described. These faculty typologies focus on student learning, student engagement, or discipline sharing with students. Implications regarding teaching and institutional practices are discussed.