Teacher quality and students’ achievement emotions in Chinese primary and secondary schools

This study aimed to explore the impact of teacher quality on students' achievement emotions in China using a descriptive research approach.The investigation focused on three main variables: the participants' profiles, teacher quality, and achievement emotions.These variables were analyzed within a specific theoretical framework and relevant literature.The primary and secondary school student groups were the main subjects of analysis.In general, students indicated a positive perception of teacher quality, with an average score of 2.69.Similarly, students expressed positive achievement emotions, with an average score of 2.67.Notably, significant differences were observed in professional skills (p = 0.021), personal characteristics (p = 0.000), and ethical standards/values (p = 0.034) when the participants were grouped by age.Moreover, differences were observed in learning-related emotions based on both age and year level.The computed correlation values demonstrated a strong positive relationship, supported by p-values lower than the alpha level.The study concluded that a majority of surveyed students (47.4%) fell within the 21-25 age range, were female, and were in their second year of study.Students generally had a favorable perception of teacher quality, particularly in terms of professional skills (composite mean of 2.74).These findings offer valuable insights to educators, guiding them in creating an environment conducive to students' confidence, emotional well-being, and improved performance.The identified significant differences underscore the importance of recognizing and addressing the diverse expectations and preferences of students across different age groups.It is recommended that a professional development program be designed to enhance not only pedagogical skills but also personal characteristics and ethical values.This approach can contribute to improved teacher quality and consequently support students' achievement emotions and academic success.