Faculty Emotions: A self-study of teacher educators

Bair, Mary Antony; Bair, David E.; Mader, Cynthia E.; Hipp, Sally; Hakim, Ismail

doi:10.1080/17425961003669490

Cited by 18 publications

(1 citation statement)

References 41 publications

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“…In addition to these potential sources, teacher emotions may be related to a wide range of cognitive and psychological constructs such as teachers’ pedagogical content-knowledge formation (Brigido et al, 2013), their self-efficacy (Brigido et al, 2013; Borrachero et al, 2013; Buric & Macuka, 2017; Chen, 2018; De Mauro & Jennings, 2016; Stephanou et al, 2013), their teacher identity (Bair et al, 2010), their teaching quality (Chen, 2019; Frenzel et al, 2015; 2016; Hagenauer & Volet, 2014; Klassen et al, 2011; Sutton & Wheatley, 2003; Taxer & Frenzel, 2015), and their interactions with students (Becker et al, 2014; Chen, 2019; Hagenauer et al, 2015; Yan et al, 2011).…”

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confidence: 99%

Psychometric Properties of the Turkish Adaptation of Teacher Emotions Scale

Çalık

Aydın

2022

Journal of Psychoeducational Assessment

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The current research investigated the psychometric characteristics of the Turkish adaptation of the Teacher Emotions Scale (TES). Study I included a sample of 164 Turkish middle school teachers, and Study II included a sample of 222 mathematics teachers. The three-emotion factor model was confirmed in both studies with satisfactory reliability estimates. This model was invariant across gender. In addition, the latent mean structure analyses revealed no significant differences in teacher emotions by gender. Regarding convergent validity, teacher emotion scores showed a significant relationship with teacher self-efficacy. Thus, the Turkish version of the TES demonstrated sound psychometric characteristics for measuring teachers’ academic emotions in educational contexts.

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