Examination of Instructional Emotions of Science Teachers

Autor/inn/en	Sidekli, Esma Zehra; Alpaslan, Muhammet Mustafa
Titel	Examination of Instructional Emotions of Science Teachers
Quelle	8 (2022) 3, S.307-323 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Sidekli, Esma Zehra) ORCID (Alpaslan, Muhammet Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2149-7702
DOI	10.38089/ekuad.2022.122
Schlagwörter	Science Teachers; Psychological Patterns; Teacher Characteristics; Middle School Teachers; Foreign Countries; Teacher Attitudes; Positive Attitudes; Gender Differences; Age Differences; Teaching Experience; School Location; Socioeconomic Status; Turkey + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Ausland; Lehrerverhalten; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schulgelände; Socio-economic status; Sozioökonomischer Status; Türkei
Abstract	Emotion is an important factor that affects people's lives in many areas including their productivity at work. For this reason, teacher emotions, defined as emotional states related to the learning activities in educational settings, are very important in the classroom environment. In this study, the relationships of science teachers' emotions with demographic and school variables were examined. 185 science teachers at public and private middle schools in Mugla Province participated in the research in the fall semester of 2019-2020. In the study, data were collected using the Personal Information Form and the Teachers' Instructional Emotions Scale. In descriptive analyzes, mean and standard deviation were used whereas non-parametric Mann Whitney U and Kruskal Wallis H tests were used to determine the relational findings since the data did not show normal distribution. It was found that science teachers' positive emotions of pride, pleasure, and hope had a higher mean value than negative emotions of anger, anxiety, and frustration. Relational analysis revealed that there was significant difference between science teachers' instructional emotions in terms of gender, age, professional experience, school location and the socio-economic status of the school. There was no significant difference in the weekly course hours, weekend course hours and class size variables. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01