Teacher Emotion Inventoryvalidation in a sample of Spanish teachers

  1. Rodríguez-Donaire, Alba 2
  2. Luna, Pablo 2
  3. Pérez-González, Juan-Carlos 1
  4. Cejudo, Javier 2
  1. 1 Universidad Nacional de Educación a Distancia (UNED); Research Methods and Diagnostic Methods in Education II Department; Faculty of Education, Madrid (Spain)
  2. 2 Universidad de Castilla-La Mancha (UCLM); Psychology Department; Faculty of Education Ciudad Real, Ciudad Real (Spain)
Revista:
Anales de psicología

ISSN: 0212-9728,  1695-2294

Ano de publicación: 2024

Título do exemplar: May - September

Volume: 40

Número: 2

Páxinas: 280-289

Tipo: Artigo

DOI: 10.6018/ANALESPS.557401 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Outras publicacións en: Anales de psicología

Resumo

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M = 46.04; SD = 9.09). Methods: After adaptation through back-translation, the teachers completed a battery of tests included in the TEI-BSV: an emotional intelligence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirmatory factor analyses provided evidence that the TEI-BSV has a four-factor structure with good adjustment, as opposed to the original five-factor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assessment of teachers' discrete emotions in the context of their workplace.  

Referencias bibliográficas

  • Atienza, F. L., Pons, D., Balaguer, I., & García-Merita, M. (2000). Propiedades Psicométricas de la Escala de Satisfacción con la Vida en Adolescentes [Psychometric Properties of the Satisfaction with Life Satisfaction Scale in Adolescents]. Psicothema, 12(2), 314–319.
  • Barreiro, C. A., & Treglown, L. (2020). What makes an engaged employee? A facet-level approach to trait emotional intelligence as a predictor of employee engagement. Personality and Individual Differences, 159, 109892. https://doi.org/10.1016/j.paid.2020.109892
  • Butler, E. A., Lee, T. L., & Gross, J. J. (2007). Emotion regulation and culture: Are the social consequences of emotion suppression culture-specific? Emotion, 7, 30-48. https://doi.org/10.1037/1528-3542.7.1.30
  • Castillo-Gualda, R., García, V., Pena, M., Galán, A., & Brackett, M. A. (2017). Resultados preliminares del método RULER en la inteligencia emocional y el compromiso laboral de profesores Españoles [Preliminary results of the RULER method on emotional intelligence and work engagement of Spanish teachers]. Electronic Journal of Research in Education Psychology, 15(43), 641-664. https://doi.org/10.25115/ejrep.43.17068
  • Cejudo, J., & López-Delgado, M. L. (2017). Importancia de la inteligencia emocional en la práctica docente: Un estudio con maestros [Importance of emotional intelligence in teaching practice: A study with teachers]. Educational Psychology, 23(1), 29-36. https://doi.org/10.1016/j.pse.2016.11.001
  • Cejudo, J., López-Delgado, M. L., & Rubio, M. J. (2016). Inteligencia emocional y resiliencia: Su influencia en la satisfacción con la vida en estudiantes universitarios [Emotional intelligence and resilience: Their influence on life satisfaction in college students]. Anuario de Psicología, 46(2), 51-57. https://doi.org/10.1016/j.anpsic.2016.07.001
  • Chang, M.-L. (2009). An Appraisal Perspective of Teacher Burnout: Examining the Emotional Work of Teachers. Educational Psychology Review. https://doi.org/10.1007/s10648-009-9106-y
  • Chen, H., Liu, F., Pang, L., Liu, F., Fang, T., Wen, Y., Chen, S., Xie, Z., Zhang, X., Zhao, Y., & Gu, X. (2020). Are You Tired of Working amid the Pandemic? The Role of Professional Identity and Job Satisfaction against Job Burnout. International Journal of Environmental Research and Public Health, 17(24), Article 24. https://doi.org/10.3390/ijerph17249188
  • 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. (2018). Exploring the impact of teacher emotions on their approaches to teaching: a structural equation modelling approach. British Journal of Educational Psychology, 89. https://doi.org/10.1111/bjep.12220
  • Chen, J. (2021). Refining the teacher emotion model: Evidence from a review of literature published between 1985 and 2019. Cambridge Journal of Education, 51(3), 327-357. https://doi.org/10.1080/0305764X.2020.1831440
  • Chen, J., & Cheng, T. (2022). Review of research on teacher emotion during 1985–2019: A descriptive quantitative analysis of knowledge production trends. European Journal of Psychology of Education, 37(2), 417-438. https://doi.org/10.1007/s10212-021-00537-1
  • Dicke, T., Marsh, H. W., Riley, P., Parker, P. D., Guo, J., & Horwood, M. (2018). Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) Using Set-ESEM: Identifying Psychosocial Risk Factors in a Sample of School Principals. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00584
  • Diener, E., Horwitz, J., & Emmons, R. A. (1985). Happiness of the very wealthy. Social Indicators Research, 16(3), 263-274. https://doi.org/10.1007/BF00415126
  • Dukes, D., Abrams, K., Adolphs, R., Ahmed, M. E., Beatty, A., Berridge, K. C., Broomhall, S., Brosch, T., Campos, J. J., Clay, Z., Clément, F., Cunningham, W. A., Damasio, A., Damasio, H., D’Arms, J., Davidson, J. W., de Gelder, B., Deonna, J., de Sousa, R., … Sander, D. (2021). The rise of affectivism. Nature Human Behaviour, 5(7), Article 7. https://doi.org/10.1038/s41562-021-01130-8
  • Fernández-Berrocal, P., Salovey, P., Vera Calzaretta, A., Extremera, N., & Ramos, N. (2005). Cultural influences on the relation between perceived emotional intelligence and depression. International Review of Social Psychology, 18, 91-107.
  • Fiorilli, C., Benevene, P., De Stasio, S., Buonomo, I., Romano, L., Pepe, A., & Addimando, L. (2019). Teachers’ Burnout: The Role of Trait Emotional Intelligence and Social Support. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.02743
  • Frenzel, A. C., Keller, M. M., Goetz, T., Pekrun, R., Hensley, L., Richardson, P. W., Karabenick, S., & Watt, H. M. G. (2014). Exploring Teacher Emotions: A Literature Review and an Experience Sampling Study (P. W. Richardson, S. Karabenick, & H. M. G. Watt, Eds.; pp. 69-82). Ludwig-Maximilians-Universität München. https://epub.ub.uni-muenchen.de/61976/
  • Frenzel, A. C., Pekrun, R., Goetz, T., Daniels, L. M., Durksen, T. L., Becker-Kurz, B., & Klassen, R. M. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163. https://doi.org/10.1016/j.cedpsych.2016.05.003
  • Geng, Y. (2018). Gratitude mediates the effect of emotional intelligence on subjective well-being: A structural equation modeling analysis. Journal of Health Psychology, 23(10), 1378-1386. https://doi.org/10.1177/1359105316677295
  • Gosling, S. D., Rentfrow, P. J., & Swann Jr., W. B. (2003). A very brief measure of the Big-Five personality domains. Journal of Research in Personality, 37, 504-528. https://doi.org/10.1016/S0092-6566(03)00046-1
  • Guin, K. (2004). Chronic Teacher Turnover in Urban Elementary Schools. Education Policy Analysis Archives, 12(0). https://doi.org/10.14507/epaa.v12n42.2004
  • Hagenauer, G., & Volet, S. E. (2014). “I don’t hide my feelings, even though I try to”: Insight into teacher educator emotion display. The Australian Educational Researcher, 41(3).
  • Hargreaves, A. (1998). The emotional practice of teaching. Teaching and Teacher Education, 14(8), 835-854. https://doi.org/10.1016/S0742-051X(98)00025-0
  • Hargreaves, A. (2001). Emotional geographies of teaching. Teachers College Record, 103, 1056-1080. https://doi.org/10.1111/0161-4681.00142
  • Hendrickson, A. E., & White, P. O. (1964). Promax: A Quick Method for Rotation to Oblique Simple Structure. British Journal of Statistical Psychology, 17(1), 65-70. https://doi.org/10.1111/j.2044-8317.1964.tb00244.x
  • Hosotani, R., & Imai-Matsumura, K. (2011). Emotional experience, expression, and regulation of high-quality Japanese elementary school teachers. Teaching and Teacher Education, 27, 1039-1048. https://doi.org/10.1016/j.tate.2011.03.010
  • King, R. B., & Chen, J. (2019). Emotions in Education: Asian Insights on the Role of Emotions in Learning and Teaching. The Asia-Pacific Education Researcher, 28(4), 279-281. https://doi.org/10.1007/s40299-019-00469-x
  • Kline, P. (2015). A Handbook of Test Construction: Introduction to psychometric design. Routledge. https://doi.org/10.4324/9781315695990
  • Kline, P. (1994). An Easy Guide to Factor Analysis. Routledge. https://books.google.es/books?id=6PHzhLD-bSoC
  • Kovess-Masfety, V., Rios-Seidel, C., & Sevilla-Dedieu, C. (2007). Teachers’ Mental Health and Teaching Levels. Teaching and Teacher Education: An International Journal of Research and Studies, 23(7), 1177-1192. https://doi.org/10.1016/j.tate.2006.07.015
  • Martínez-Saura, H.-F., Sánchez-López, M.-C., & Pérez-González, J.-C. (2022). Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria [Emotional competence in Early Childhood and Primary School teachers and university students of Early Childhood and Primary Education]. Estudios sobre Educación, 42, 9-33. https://doi.org/10.15581/004.42.001
  • Maslach, C., & Jackson, S. E. (1986). Maslach Burnout Inventory Manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press
  • Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
  • Mérida-López, S., Sánchez-Gómez, M., & Extremera, N. (2020). Leaving the Teaching Profession: Examining the Role of Social Support, Engagement and Emotional Intelligence in Teachers’ Intentions to Quit. Psychosocial Intervention, 29(3), 141-151. https://doi.org/10.5093/pi2020a10
  • Montero García-Celay, I., & León, O. G. (2005). Sistema de clasificación del método en los informes de investigación en Psicología [Method classification system in psychology research reports]. International journal of clinical and health psychology, 5(1), 115-127.
  • Nozaki, Y. (2018). Cross-cultural comparison of the association between trait emotional intelligence and emotion regulation in European-American and Japanese populations. Personality and Individual Differences, 130, 150-155. https://doi.org/10.1016/j.paid.2018.04.013
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory. McGraw-Hill.
  • Pekrun, R., & Linnenbrink-Garcia, L. (2014). Introduction to emotions in education. En International handbook of emotions in education (pp. 1-10). Routledge/Taylor & Francis Group.
  • Peláez-Fernández, M. A., Mérida-López, S., Rey, L., & Extremera, N. (2022). Burnout, work engagement and life satisfaction among Spanish teachers: The unique contribution of core self-evaluations. Personality and Individual Differences, 196(6). https://doi.org/10.1016/j.paid.2022.111727
  • Pérez-González, J. C. (2017). Propuesta para la evaluación de programas de educación socioemocional [Proposal for the evaluation of social-emotional education programs]. Electronic Journal of Research in Education Psychology, 6(15). https://doi.org/10.25115/ejrep.v6i15.1285
  • Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425-448. https://doi.org/10.1002/per.416
  • Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17(1), 39-57. https://doi.org/10.1002/per.466
  • Quirin, M., Wróbel, M., Norcini Pala, A., Stieger, S., Brosschot, J., Kazén, M., Hicks, J. A., Mitina, O., Shanchuan, D., Lasauskaite, R., Silvestrini, N., Steca, P., Padun, M. A., & Kuhl, J. (2018). A Cross-Cultural Validation of the Implicit Positive and Negative Affect Test (IPANAT). European Journal of Psychological Assessment, 34(1), 52-63. https://doi.org/10.1027/1015-5759/a000315
  • Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How Teacher Turnover Harms Student Achievement: American Educational Research Journal, 50(1). https://doi.org/10.3102/0002831212463813
  • Salanova, M., & Schaufeli, W. B. (2000). Exposure to information technology and its relation to burnout. Behaviour & Information Technology, 19(5), 385-392. https://doi.org/10.1080/014492900750000081
  • Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2015). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11. https://doi.org/10.1080/17439760.2015.1058968
  • Sandín, B. (2003). Escalas Panas de afecto positivo y negativo para niños y adolescentes (PANASN) [Panas Positive and Negative Affect Scales for Children and Adolescents (PANASN)]. Revista de Psicopatología y Psicología Clínica, 8(2). https://doi.org/10.5944/rppc.vol.8.num.2.2003.3953
  • Seisdedos, N. (1997). MBI Inventario Burnout de Maslach [MBI Maslach Burnout Inventory]. Madrid: Ediciones TEA.
  • Schaufeli, W. B., Bakker, A. B., & Salanova, M. (2006). The Measurement of Work Engagement With a Short Questionnaire: A Cross-National Study. Educational and Psychological Measurement, 66(4), 701-716. https://doi.org/10.1177/0013164405282471
  • Schutz, P. A. (2014). Inquiry on Teachers’ Emotion. Educational Psychologist, 49(1), 1-12. https://doi.org/10.1080/00461520.2013.864955
  • Schutz, P. A., Hong, J., & Francis, D. C. (2020). Teachers’ Goals, Beliefs, Emotions, and Identity Development: Investigating Complexities in the Profession. Routledge.
  • 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., & Pekrun, R. (2007). Emotion in Education. Elsevier Academic Press.
  • Schutz, P. A., & Zembylas, M. (2009). Advances in Teacher Emotion Research. Springer US. https://doi.org/10.1007/978-1-4419-0564-2
  • 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
  • Watson, D., Clark, L. A., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54(6), 1063-1070. https://doi.org/10.1037/0022-3514.54.6.1063
  • Watson, D., & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98(2), 219-235. https://doi.org/10.1037//0033-2909.98.2.219
  • Wrzus, C., & Neubauer, A. B. (2022). Ecological Momentary Assessment: A Meta-Analysis on Designs, Samples, and Compliance Across Research Fields. Assessment, 10731911211067538. https://doi.org/10.1177/10731911211067538
  • Xing, Z. (2022). English as a Foreign Language Teachers’ Work Engagement, Burnout, and Their Professional Identity. Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.916079
  • Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283. https://doi.org/10.1016/j.edurev.2019.100283
  • Zenisky, A. L., & Hambleton, R. K. (2012). Developing Test Score Reports That Work: The Process and Best Practices for Effective Communication. Educational Measurement: Issues and Practice, 31(2), 21-26. https://doi.org/10.1111/j.1745-3992.2012.00231.x
Fonte de datos: Dialnet