The investigation of validity and reliability of four factors teacher emotions questionnaire

Document Type : Research Paper

Authors

1 Phd, Student of Educational Psychology, Tehran,Iran. Teacher of Azad University, Parsian, Iran.

2 Professor of Educational Psychology Kharazmi University, Tehran, Iran.

3 Assist of Professor of Educational Psychology, Kharazmi University, Tehran, Iran

Abstract

Purpose: The teachers earn effectiveness experiences with using primary and secondary appraisal in the classroom and school context. The main purpose of this article is investigation of validity and reliability of four factors teacher emotions questionnaire.
Method: Questionnaires were administered between teachers, of Asalouyeh, Parsian and Shibkooh cities in Hormozgan and Bushehr Zone of Iran. For determinig sex proportion, 501 teachers selected with randomized stratified sampling. 298 men and 203 women responded to questionnaire.
Results: The exploratory factor analysis (EFA) is done with principal components and rotated with promax method. Four factors is earned consist enjoyment, anxiety, anger, proud with principal components and rotated with promax method. Loading factors was than 0/30. None of items is omitted. Result of confirmatory factor analysis (CFA) also showed that the goodness fit of the four factors were good fit of the data to the hypothesized model. Reliability of teacher emotions questionnaire is earned with Alpha Cronbach’s Coefficient method. Alpha Cronbach’s coefficient dimensions consist enjoyment, anxiety, anger and, proud were good and acceptable.
Conclusion: The result showed that the four factors of teacher emotion questionnaire has good validity and reliability. It can be used in instructional and psychological research in Iranian high schools teachers. Results of this research is generalized with caution to primary schools teachers.

Keywords

References

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