Adaptation of Teachers’ Instructional Emotions Scale to Turkish Culture and Revision and Descriptive Analysis of the Scale

Abstract

The aim of this study was to adapt the scale developed by Hong et al. (2016) to the Turkish culture, to revisethe scale as six dimensional by adding the dimensions of hope and frustration and to determine the views of theteachers. The research was carried out with three groups consisting of teachers working in secondary schools indifferent cities of Turkey. In the study, firstly linguistic equivalence was provided (r=.849, p<.01), then the scalewas submitted to expert opinion and dimensions were added to the scale after it was revised. As a result of theEFA performed to determine the construct validity of the scale, it was determined that the factor loads rangedbetween .609 and .855 and the CFA result was in good agreement with the model. Cronbach’s alpha coefficients(α=.749-α=.896) and item-total correlations (r=.502-.813) revealed the reliability of the scale. In addition, significantrelationships between the dimensions (r=-.166-.581) showed that the internal consistency of the scalewas ensured. The scale which was finalized as six dimensions and twenty-seven items was applied to teachers(N=732). It was found out that teachers’ views were “I certainly do not agree” in the dimension of Anxiety, “Iagree” in the dimension of Pride, “I certainly agree” in the dimensions of Enjoyment and Hope and “I do notagree” in the dimension of Anger and Frustration.