Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study

Keywords: Teacher emotion, Linguistic equivalence, Adaptation

Abstract

The purpose of this study is to carry out the linguistic equivalence, validity and reliability study of the Teacher Emotion Questionnaire (TEQ) developed by Burić, Slišković and Macuka (2018). After ensuring the linguistic equivalence of the Turkish form, responses of 601 teachers were tested by Exploratory Factor Analysis (EFA) to ensure the construct validity of the scale. As a result of EFA, the scale was divided into six factors; item factor loads ranged from .49 to .85, and items in the scale explained 68.00% of the total variance. In order to verify the six-factor structure, data were collected from a study group of 255 teachers and Confirmatory Factor Analysis (CFA) was performed. Similar results were obtained from CFA, the model was validated and model fit indexes were found to have excellent or acceptable values. After the construct validity of the scale, the reliability analysis was carried out. Cronbach’s alpha (= .92), Spearman-Brown (= .67) and Guttman Split-Half (= .80) coefficients obtained within the scope of internal consistency reliability demonstrated that the scale had the desired internal consistency.

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Published
2020-02-03
How to Cite
Yurtseven, N. (2020). Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study. Pegem Eğitim Ve Öğretim Dergisi, 10(1), 251-282. https://doi.org/10.14527/pegegog.2020.009