Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/25, p. 119-130 DOI Number: http://dx.doi.org/10.7827/TurkishStudies.12343 ISSN: 1308-2140, ANKARA-TURKEY Article Info/Makale Bilgisi Referees/Hakemler: Prof. Dr. İzzet GÖRGEN – Prof. Dr. Salih UŞUN This article was checked by iThenticate. ADAPTATION OF THE TEACHER EMOTION SCALE INTO TURKISH CULTURE * Muhammet Mustafa ALPASLAN ** - Özgür ULUBEY *** ABSTRACT Recent years, emotions emerge as important affective constructs that contribute to individuals’ behaviors at educational settings. In this study, it was aimed to adapt the Teacher Emotion Scale (TES) developed by Frenzel et al. (2016) into the Turkish culture and to examine its validity and reliability. A total of two hundred and eighty two elementary and secondary school teachers working in the Menteşe district of Muğla Province participated in the study. Exploratory and confirmatory factor analysis were performed to test the validity of the TES. For the reliability of the TES, Cronbach alpha values were calculated. Results of exploratory factor analysis showed that the three factors explained 56.96% of the total variance. The results of confirmatory factor analyses showed a good fit of the data and confirmed the three-factor structure of the TES. The Cronbach alpha values for the dimensions of the TES were between .70 and .75, and .82 for the whole TES. Overall, results of analyses indicated that the factor structure of the TES was in good fit and the internal reliability was in an acceptable range. In the light of the findings, it is assumed that the TES will contribute to studies addressing classroom practices of teachers and the effectiveness of in-service training activities in Turkey. STRUCTURED ABSTRACT Recent research on teacher education has highlighted the importance of affective characteristics including motivation, job satisfaction, self-efficacy, and emotion to increase the effectiveness of teaching and learning at schools. Among these characteristics, emotions are one of the important mental operations that connect the relations of human being to the social environment (Hargreaves, 2000; Scherer, * A part of this research was presented as research paper at the 2017 International Conference on New Horizons in Education in Berlin, Germany. ** Yrd. Doç. Dr. Mugla Sitki Kocman University, Faculty of Education, El-mek: [email protected]*** Arş. Gör. Dr. Mugla Sitki Kocman University, Faculty of Education, El -mek: [email protected]
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Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic Volume 12/25, p. 119-130
DOI Number: http://dx.doi.org/10.7827/TurkishStudies.12343
ISSN: 1308-2140, ANKARA-TURKEY
Article Info/Makale Bilgisi
Referees/Hakemler: Prof. Dr. İzzet GÖRGEN –
Prof. Dr. Salih UŞUN
This article was checked by iThenticate.
ADAPTATION OF THE TEACHER EMOTION SCALE INTO TURKISH CULTURE*
Muhammet Mustafa ALPASLAN** - Özgür ULUBEY***
ABSTRACT
Recent years, emotions emerge as important affective constructs
that contribute to individuals’ behaviors at educational settings. In this study, it was aimed to adapt the Teacher Emotion Scale (TES) developed
by Frenzel et al. (2016) into the Turkish culture and to examine its
validity and reliability. A total of two hundred and eighty two elementary
and secondary school teachers working in the Menteşe district of Muğla
Province participated in the study. Exploratory and confirmatory factor analysis were performed to test the validity of the TES. For the reliability
of the TES, Cronbach alpha values were calculated. Results of exploratory
factor analysis showed that the three factors explained 56.96% of the
total variance. The results of confirmatory factor analyses showed a good
fit of the data and confirmed the three-factor structure of the TES. The
Cronbach alpha values for the dimensions of the TES were between .70 and .75, and .82 for the whole TES. Overall, results of analyses indicated
that the factor structure of the TES was in good fit and the internal
reliability was in an acceptable range. In the light of the findings, it is
assumed that the TES will contribute to studies addressing classroom
practices of teachers and the effectiveness of in-service training activities in Turkey.
STRUCTURED ABSTRACT
Recent research on teacher education has highlighted the
importance of affective characteristics including motivation, job satisfaction, self-efficacy, and emotion to increase the effectiveness of
teaching and learning at schools. Among these characteristics, emotions
are one of the important mental operations that connect the relations of
human being to the social environment (Hargreaves, 2000; Scherer,
* A part of this research was presented as research paper at the 2017 International Conference on New Horizons in Education
in Berlin, Germany. ** Yrd. Doç. Dr. Mugla Sitki Kocman University, Faculty of Education, El-mek: [email protected] *** Arş. Gör. Dr. Mugla Sitki Kocman University, Faculty of Education, El-mek: [email protected]
Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/25
2009). Frenzel (2014) explained teacher emotions based on the appraisal and the attribution theory, which define emotions as the individual’s
cognitive judgments to events and the social environment. In her model,
she conceptualizes the appraisal theory as people’s judgments as benign
and harmful whereas the attribution theory as judgments as who or what
causes the event or the situation. Research has provided evidence for the
importance of emotions on the quality of education at schools. Teacher emotions are closely associated with teachers’ well-being (Gross & John,
2003). Furthermore, emotions directly influence the teacher’s classroom
management and thus, effectiveness of teaching (Sutton & Harper, 2009).
Thus, examining teacher emotions is important to increase the
effectiveness of teaching and learning at schools. Qualitative methods are generally used in studies on teacher emotions in the literature (Frenzel et
al., 2016). A need emerges for a quantitative instrument, which is a valid,
reliable and well-grounded, to investigate teacher emotions. Because
teacher emotions are a newly developing area, there is few instruments
available for researchers in the literature, and we have not located any
instrument assessing teaching emotions in the Turkish context. Thus, it may be beneficial to adapt the existing instruments regarding teacher
emotions into the Turkish culture. In this study, it was aimed to study
the validity and reliability of the Teacher Emotion Scale (TES) developed
by Frenzel et al. (2016) by adapting it into the Turkish culture.
In this survey study, the TES developed by Frenzel et al. (2016) was adapted into Turkish culture and its validity and reliability were
determined. Several stems were followed to correctly adapt the TES into
the Turkish culture. First, items in the TES were translated into Turkish.
Then, experts working in the field of educational sciences and English
language checked the appropriateness of translating into Turkish. The
original and the adapted version of the TES were administrated to sixty-three junior Turkish preservice teachers who were majoring at English
Language teaching to determine the equivalence and the clarity of the
language translation. Then, exploratory factor analysis (EFA) and
confirmatory factor analysis (CFA) were run with the in-service teachers
who worked at elementary and secondary schools in Mugla Province. Lastly, the reliability values of the TES were examined.
The TES consists of twelve items in three dimensions as enjoyment,
anger and anxiety. There are four items in each dimension. The items in
the TES were in the form of a 4-Likert type and ask participants to report
their responses to items as strongly disagree (1), disagree (2), agree (3)
and strongly agree (4). Items on the TES were presented in a random order. In their study, Frenzel et al. (2016) reported the Cronbach’s alphas
of the whole TES as .90 and of its scales ranging between .70 (anxiety)
and .77 (enjoyment). They also reported the results of CFA as χ2/sd =
2.745, CFI = 0.943, RMSA = 0.068 and SRMR = 0.044. To address the
purpose of the study, several data analysis techniques were used. In SPSS 21 and AMOS 21 software, Kaiser-Meyer Okin (KMO) test, Bartlett
Sphericity test, EFA and CFA were run (Büyüköztürk, 2017).
To determine the language equivalence of the Turkish version of the
TES with its original version, both version of the TES were administered
to sixty-three preservice Turkish students who were majoring in English
language teaching. Spearman Brown Order Differential Correlation
Adaptation of the Teacher Emotion Scale into Turkish Culture 121
Turkish Studies International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/25
Coefficient was run. The total scores of the English and Turkish versions of the TES were positively and highly correlated (r = .90, .93, .86, and .79,
p <.05). Before running EFA, to test whether the data were suitable for
such an analysis, Kaiser-Mayer-Olkin (KMO) and Bartlett’s sphericity
tests were run. The results of KMO (0.84) and Bartlett’s sphericity test (2 = 493.020, p< .01) showed that the data had the requisites for EFA
(Ozdamar, 2013). The three components obtained by the principal
components factor analysis explained 56.96% of the total variance.
Rotated factor loading values were between 0.63 and 0.76 for enjoyment factor, 0.56 and 0.71 for anger factor, and 0.58 and 0.77 for anxiety
factor. All factor loading values were higher than recommended cutoff
value, 0.30 (Büyüköztürk, 2017).
CFA was performed to verify the validity of the three-factor
structure of the TES. The ratio of Chi-square (χ2 = 63.225) and the degree
of freedom (df=51) was 1.23. Additional to this, RMSEA value was 0.041, which is less than 0.05 or less, indicating a model-data fit (Hu and
Bentler, 1999; Vieira, 2011). The results of the analysis were NFI = 0.97,
CFI = 0.97 and TLI = 0.96 and IFI = 0.97. According to these results, it
can be said that the model corresponded to near-perfect fit with the data
(Kline, 2005). Cronbach alpha values of the subscales were .70 for enjoyment, .74 for anger and .75 for anxiety. For the whole TES,
Cronbach alpha value was .82. These values indicated that the internal
reliability of the TES was acceptable
The main purpose of this study is to adapt the TES developed by
Frenzel et al. (2016) into the Turkish culture. The results of this study
were consistent with the results Frenzel et al. (2016) reported. Given that the consistency obtained from different studies conducted in different
countries, it can be said that the TES is a valid and reliable instrument
to measure in-service teachers’ teaching emotions. This work, adapting
the TES into Turkish culture, will contribute to the determination of the
emotional situations experienced by teachers in Turkey during the teaching process. This is important to identify reasons for the negative
(anger and anxiety) or positive emotions (enjoyment) and to examine the
effects of these emotions in their classroom practice to increase the
quality of education. We believe that it is important for an effective
teaching to determine the enjoyment of the teachers during teaching and
extent this positive emotion, and to detect the causes of the negative feelings and remove these causes.