Teacher emotion questionnaire: A Turkish adaptation, validity, and reliability study
DOI:
https://doi.org/10.14527/pegegog.2020.009Keywords:
Teacher emotion, Linguistic equivalence, AdaptationAbstract
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.
Downloads
References
Akın, U., Aydın, İ., Erdoğan, Ç., & Demirkasımoğlu, N. (2014). Emotional labour and burnout among Turkish primary school teachers. The Austrian Association for Research in Education, 41, 155-169.
Argon, T. (2015). Öğretmenlerin sahip oldukları duygu durumlarını okul yöneticilerinin dikkate alıp almamalarına ilişkin görüşleri. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 15(1), 377-404.
Balcı, A. (2007). Sosyal bilimlerde araştırma: Yöntem, teknik ve ilkeler. Ankara: Pegem A Yayıncılık.
Basım, H. N., Beğenirbaş, M., & Can-Yalçın, R. (2013). Öğretmenlerde kişilik özelliklerinin duygusal tükenmeye etkisi: Duygusal emeğin aracılık rolü. Kuram ve Uygulamada Eğitim Bilimleri, 13(3): 1477-1496.
Baykal, A. (1994). Test güvenirliğini saptama yöntemlerinin güvenilmezliği. Boğaziçi Üniversitesi Dergisi, 15, 65-75.
Becker, E. S., Keller, M. M., Goetz, T., Frenzel, A. C., & Taxer, J. L. (2015). Antecedents of teachers’ emotions in the classroom: an intraindividual approach. Frontiers in Psychology, 6(635), 1-12.
Beilock, S. L., Gunderson, E. A., Ramirez, G., & Levine, S. C. (2010). Female teachers’ math anxiety affects girls’ math achievement. PNAS, 107(5), 1860-1863.
Bosch, N., D'Mello, S.K., Baker, R.S., Ocumpaugh, J., Shute, V., Ventura, M., Wang, L., & Zhao, W. (2016). Detecting student emotions in computer-enabled classrooms. International Joint Conference on Artificial Intelligence, 2016-January, pp. 4125-4129.
Brislin, R. W. (1986). The wording and translation of research instruments. In W. J. Lonner & J.W. Berry (Eds.), Field methods in cross-cultural research Vol 8. Cross-cultural research and methodology series (pp. 137–164). Beverly Hills, CA: Sage.
Brown, E. L., Vesely, C. K., Mahatmya, D., & Visconti, K. J. (2018). Emotions matter: The moderating role of emotional labour on preschool teacher and children interactions. Early Childhood Development and Care, 188(12), 1773-1787.
Burić, I., Slišković, A., & Macuka, I. (2018) A mixed-method approach to the assessment of teachers’ emotions: development and validation of the Teacher Emotion Questionnaire. Educational Psychology, 38(3), 325-349.
Büyüköztürk, Ş. (2018). Sosyal Bilimler için veri analizi el kitabı. Ankara: Pegem Akademi.
Büyüköztürk, Ş. Akgün,E. Ö. Özkahveci, Ö. ve Demirel, F. (2004). Güdülenme ve öğrenme stratejileri ölçeğinin Türkçe formunun geçerlik ve güvenirlik çalışması. Kuram ve Uygulamada Eğitim Bilimleri, 4 (2), 207-239.
Collie, R. J. (2006). Social and emotional learning and school climate: Predictors of teacher stress, job satisfaction, and sense of efficacy (Yayımlanmamış yüksek lisans tezi). The Faculty of Graduate Studies, The University of British Columbia, Kanada.
Çokluk, O., Şekercioglu, G. ve Büyüköztürk, Ş. (2016). Sosyal bilimler için çok değişkenli istatistik. Ankara: Pegem Akademi Yayınları.
Darby, A. (2008). Teachers’ emotions in the reconstruction of professional self-understanding. Teaching and Teacher Education, 24(5), 1160-1172.
Durak, H. Y. & Seferoğlu, S. (2017). Öğretmenlerde tükenmişlik duygusunun çeşitli değişkenler açısından i̇ncelenmesi. Gazi Üniversitesi Eğitim Fakültesi Dergisi, 37(2), 759-788.
Frenzel, A. C. (2014). Teacher emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), International handbook of emotions in education (pp. 494-519). New York, NY: Routledge.
Frenzel, A. C., Goetz, T., Lüdtke, O., Pekrun, R., & Sutton, R. E. (2009). Emotional transmission in the classroom: Exploring the relationship between teacher and student enjoyment. Journal of Educational Psychology, 101, 705-716.
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and effects of teachers’ emotional experiences: An integrated perspective and empirical test. In P. A. Schutz & M. Zembylas (Eds.), Advances in teacher emotion research: The impact on teachers’ lives (129–151). New York, NY: Springer.
Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163.
Fried, L., Mansfield, C., & Dobozy, E. (2015). Teacher emotion research: Introducing a conceptual model to guide future research. Issues in Educational Research, 25(4), 415-441.
Goetz, T., Frenzel, A. C., Pekrun, R., Hall, N. C. & Lüdtke, O. (2007). Between- and within- domain relations of students' academic emotions. Journal of Educational Psychology, 99(4), 715-733.
Goetz, T., Lüdtke, O., Nett, U. E., Keller, M., & Lipnevich, A. (2013). Characteristics of teaching and students’ emotions in the classroom: Investigating differences across domains. Contemporary Educational Psychology, 38(4), 383-394.
Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835–854.
Hargreaves, A. (2000). Mixed emotions: Teachers' perceptions of their interactions with students. Teaching and Teacher Education, 16, 811-826.
Hu, L.T. ve Bentler, P.M. (1999). Cut off criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling. 6(1), 1-55.
Karagöz, Y. (2016). SPSS ve AMOS 23 uygulamalı istatistiksel analizler. Ankara: Nobel Yayıncılık.
Karasar, N. (2014). Bilimsel araştırma yöntemi. Ankara: Nobel Yayın Dağıtım Ltd. Şti.
Kenworthy, J., Fay, C., Frame, M., & Petree, R. (2014). A meta‐analytic review of the relationship between emotional dissonance and emotional exhaustion. Journal of Applied Social Psychology, 44(2), 94-105.
Khajavy, G. H., Ghonsooly, B., Fatemi, A. H., & Frenzel, A. C. (2018). Antecedents of pleasant and unpleasant emotions of EFL teachers using an appraisal-theoretical framework. Iranian Journal of Language Teaching Research, 6(2), 39-55.
Kim, Y. (2016). Emotional labour and burnout among public middle school teachers in South Korea (Master’s thesis). University of Jyväskylä, Faculty of Education, Finland.
Kline, R. B. (2005). Principle and practice of structural equation modelling. New York: The Guilford Press.
Mainhard, T., Oudman, S., Hornstra, L., Bosker, R. J., & Goetz, T. (2018). Student emotions in class: The relative importance of teachers and their interpersonal relations with students. Learning and Instruction, 53, 109-119.
Martínez-Sierra, G. & García-González, M. S. (2017). Students’ emotions in the high school mathematical class: Appraisals in terms of a structure of goals. International Journal of Science and Mathematics Education, 15(2), 349-369.
Maslach, C.,& Jackson, S. E. (1984). Burnout in organizational settings. Applied Social Psychology Annual (5), 133-153.
Meyer, D. K.& Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Educational Psychology Review, 18(4), 377-390.
Nasser, R. (2005). A method for social scientists to adapt instruments from one culture to another: The case of the Job Descriptive Index. Journal of Social Sciences, 1(4), 232–237.
Nichols, S. L., Schutz, P. A., Rodgers, K., & Bilica, K. (2016). Early career teachers’ emotion and emerging teacher identities. Teachers and Teaching, 23(4), 406-421.
Rodrigo-Ruiz, D. (2016). Effect of teachers’ emotions on their students: Some evidence. Journal of Education & Social Policy, 3(4), 73-79.
Rubin, A. & Babbie, E. (2010). Essential research methods for social work. Amerika Birleşik Devletleri: Brooks/Cole, Cengage Learning.
Ruiz, S., Charleer, S., Urretavizcaya, M., Klerkx, J., Isabel, F. C., & Duval, E. (2016). Supporting learning by considering emotions: Tracking and visualization. A case study. ACM International Conference Proceeding Series, 25-29-April-2016, pp. 254-263.
Sahla, K. S. & Senthil Kumar, T. (2016). Classroom teaching assessment based on student emotions. Advances in Intelligent Systems and Computing, 530, pp. 475-486.
Salkind, N. J. (2010). Encyclopedia of research design: Volume 1. Amerika Birleşik Devletleri: Sage Publications, Inc.
Seçer, İ. (2017). SPSS ve LISREL ile pratik veri analizi: Analiz ve raporlaştırma. Ankara: Anı Yayıncılık.
Seferoğlu, S., Yıldız, H., & Avcı Yücel, Ü. (2014). Öğretmenlerde tükenmişlik: Tükenmişliğin göstergeleri ve bu göstergelerin çeşitli değişkenler açısından ı̇ncelenmesi. Eğitim ve Bilim, 39(174), 348-364.
Sutton, R.E. & Harper, E. (2009) Teachers' Emotion Regulation. In: Saha L.J., Dworkin A.G. (eds) International Handbook of Research on Teachers and Teaching (389-401). Springer, Boston, MA.
Sutton, R. E. & Wheatley, K.F. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15(4), 327–358.
Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş: Temel ilkeler ve LISREL uygulamaları. Ankara: Ekinoks Yayınları.
Tabachnick, B. G. & Fidell, L. S. (2001). Using multivariate statistics. USA: Allyn & Bacon.
Taylor, L. P. & Newberry, M. (2018). Self-Study of a teacher’s practices of and experience with emotion regulation: Being and becoming through reflection and engagement. Studying Teacher Education, 14(3), 296-307.
Taxer, J. L. & Frenzel, A. C. (2017). Inauthentic expressions of enthusiasm: Exploring the cost of emotional dissonance in teachers. Language and Instruction, 53, 74-88.
Tsang, K. K. (2018). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 39(3), 335-346.
Värlander, S. (2008). The role of students' emotions in formal feedback situations. Teaching in Higher Education, 13 (2), 145-156.
Yan, E. M., Evans, I. M. & Harvey, S. T. (2011). Observing emotional interactions between teachers and students in elementary school classrooms. Journal of Research in Childhood Education, 25(1), 82-97.
Yaşlıoğlu, M. M. (2017). Sosyal bilimlerde faktör analizi ve geçerlilik: Keşfedici ve doğrulayıcı faktör analizlerinin kullanılması. İstanbul Üniversitesi İşletme Fakültesi Dergisi, 46(Özel Sayı), 74-85.
Yoon, J. S. (2002). Teacher characteristics as predictors of teacher–student relationships: Stress, negative affect, and self-efficacy. Social Behavior and Personality: An international journal, 30, 485–493.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 Pegem Eğitim ve Öğretim Dergisi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
NonCommercial — You may not use the material for commercial purposes.
No additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
