EMOTIONAL INVENTORY OF MATHEMATICS TEACHERS AT MADRASAH IBTIDAIYAH
Keywords:
mathematics teacher emotions, Confirmatory Factor Analysis (CFA).Abstract
Although there is an increasing amount of research on assessing teacher emotions in general education, there is still a lack of appropriate measurement tools to measure mathematics teachers' emotions. The aim of this research is to develop an instrument for mathematics teachers' emotions and produce a ready-to-use instrument. The analytical method used is Confirmatory Factor Analysis (CFA). The sample used consisted of 310 mathematics teachers. The sample involved teachers from several madrasah ibtidaiyah in DKI Jakarta. Confirmatory Factor Analysis produces 5 factors, namely, Love, Joy, Anger, Sadness and Fear which produces 29 fit items. Thus, this assessment instrument is valid and reliable for use as a measuring tool for mathematics teachers' emotions.
References
Atmaca, C., Rizaoglu, F., Turkdogan, T., & Yayli, D. (2020). An emotion focused approach in predicting teacher burnout and job satisfaction. Teaching and Teacher Education, 90. https://doi.org/10.1016/j.tate.2020.103025
Becker, E. S., Goetz, T., Morger, V., & Ranellucci, J. (2014). The importance of teachers’ emotions and instructional behavior for their students’ emotions - An experience sampling analysis. Teaching and Teacher Education, 43, 15–26. https://doi.org/10.1016/j.tate.2014.05.002
Borg, S. (2006). The distinctive characteristics of foreign language teachers. Language Teaching Research, 10(1), 3–31. https://doi.org/10.1191/1362168806lr182oa
Chen, J. (2016). Understanding teacher emotions: The development of a teacher emotion inventory. Teaching and Teacher Education, 55, 68–77. https://doi.org/10.1016/j.tate.2016.01.001
Chen, J. (2018a). Efficacious and Positive Teachers Achieve More: Examining the Relationship Between Teacher Efficacy, Emotions, and Their Practicum Performance. Asia-Pacific Education Researcher, 28(4), 327–337. https://doi.org/10.1007/s40299-018-0427-9
Chen, J. (2018b). Exploring the impact of teacher emotions on their approaches to teaching: A structural equation modelling approach. British Journal of Educational Psychology, 89(1), 57–74. https://doi.org/10.1111/bjep.12220
Chubbuck, S. M., & Zembylas, M. (2008). The emotional ambivalence of socially just teaching: A case study of a novice urban schoolteacher. American Educational Research Journal, 45(2), 274–318. https://doi.org/10.3102/0002831207311586
Day, C., & Qing, G. (2009). Teacher Emotions: Well Being and Effectiveness. Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, 1–390. https://doi.org/10.1007/978-1-4419-0564-2
Farouk, S. (2012). What can the self-conscious emotion of guilt tell us about primary school teachers moral purpose and the relationships they have with their pupils? Teachers and Teaching: Theory and Practice, 18(4), 491–507. https://doi.org/10.1080/13540602.2012.696049
Frenzel, A. C., Goetz, T., Stephens, E. J., & Jacob, B. (2009). Antecedents and Effects of Teachers’ Emotional Experiences: An Integrated Perspective and Empirical Test. Advances in Teacher Emotion Research: The Impact on Teachers’ Lives, July, 1–390. https://doi.org/10.1007/978-1-4419-0564-2
Goetz, H. &. (2013). Emotion, Motivation and Self-Regulation. Emerald.
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102–111. https://doi.org/10.1016/j.tate.2014.01.002
Hargreaves, A. (2000). Mixed emotions: Teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811–826. https://doi.org/10.1016/S0742-051X(00)00028-7
Kelchtermans, G. (2011). New Understandings of Teacher’s Work. New Understandings of Teacher’s Work, 65–82. https://doi.org/10.1007/978-94-007-0545-6
Kirmizi, O., & Saricoban, A. (2020). An investigation of the relation between pre-service EFL teachers’ emotions and their approaches to teaching. Journal of Language and Linguistic Studies, 16(4), 1968–1986. www.jlls.org
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., & Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: a Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287. https://doi.org/10.1080/1359866X.2013.809052
Parrott, W. G. (2001). Emotions in social psychology. Philadelphia: Psychology Press.
Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
Rodriguez-Donaire, A., Luna, P., Perez-Gonzalez, J. C., & Cejudo, J. (2024). Teacher Emotion Inventory: validation in a sample of Spanish teachers. Anales de Psicologia, 40(2), 280–289. https://doi.org/10.6018/analesps.557401
Schutz, P. A., Hong, J. Y., Cross, D. I., & Osbon, J. N. (2006). Reflections on investigating emotion in educational activity settings. Educational Psychology Review, 18(4), 343–360. https://doi.org/10.1007/s10648-006-9030-3
Schutz, P. A., & Zembylas, M. (2016). Advances in teacher emotion research. The impact on teachers’ lives. Springer Nature Singapor, August, 1–8.
Uitto, M., Jokikokko, K., & Estola, E. (2015). Virtual special issue on teachers and emotions in Teaching and teacher education (TATE) in 1985-2014. Teaching and Teacher Education, 50, 124–135. https://doi.org/10.1016/j.tate.2015.05.008
Van Uden, J. M., Ritzen, H., & Pieters, J. M. (2014). Engaging students: The role of teacher beliefs and interpersonal teacher behavior in fostering student engagement in vocational education. Teaching and Teacher Education, 37, 21–32. https://doi.org/10.1016/j.tate.2013.08.005
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. https://doi.org/10.1080/02568543.2011.533115
Yang, L., Hsu, C. L., Ye, T., & Sin, K. F. (2022). Assessing Emotions of Teaching Assistants in Inclusive Education. Frontiers in Psychology, 13(July), 1–13. https://doi.org/10.3389/fpsyg.2022.813726
Yin, H., Huang, S., & Wang, W. (2016). Work environment characteristics and teacher well-being: The mediation of emotion regulation strategies. International Journal of Environmental Research and Public Health, 13(9). https://doi.org/10.3390/ijerph13090907
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Siska Merrydian, Khaerun Nisa, Iva Sarifah, Gaguk Margono
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.