Poster #132 - Assessing the Teacher Emotions Scale in Chile: Does It Relate to Teachers’ Well-Being?

• In Event: Poster Session 09

Abstract

Introduction
Research investigating teachers' emotions provides evidence to support its link with teachers' well-being and physical and mental health (e.g., Chang, 2009); teachers' practice in the classroom (e.g., Frenzel et al., 2009); and teachers' relationships with their students (e.g., Klessen et al., 2012). Further, research also suggests a link between teachers' emotions and students' outcomes, such as students' motivation and emotions (e.g., Becker et al., 2014) and students learning and academic outcomes (e.g., Beilock et al., 2010). However, most of the research relies on qualitative data. Additionally, to date, however, most of this research has been conducted in English speaking populations, leaving a large population of educators out of the research. Most of the research in Spanish speaking countries related to teachers’ emotional experiences has been around teachers’ burnout (e.g., Gil-Monte, 2011). The current study, then, aimed to validate a Spanish version of the Teacher Emotional Scales (TES; Frenzel et al., 2016) in a sample of Chilean teachers and identify its relationship with teachers' well-being.
The research project comprises the application of an online self-reported questionnaire between September 2021 and January 2022. The survey contained demographic questions, the TES and well-being items. The TES is a discrete emotion approach to account for the fine-grained differences between emotions- Enjoyment, Anger, and Anxiety- when considering their multicomponent nature and underlying appraisal patterns. Teachers’ well-being was measured with two factors: Subjective well-being (Hervás & Vázquez, 2013) and Burnout (Gil-Monte, 2011). 2,689 teachers completed the survey. The sample is not statistically representative of the population of teachers in the Chilean school system, but it considers its diversity by acknowledging the different existing school types, all levels of schooling, and geographical dispersion of schools' participants.
Results
A Confirmatory Factor Analysis (CFA) was performed to study the internal validity of the TES. Internal validity tests confirmed that the three-factor model (Enjoyment, Anger, and Anxiety) fits the data best (see table 1). When examining how the TES related to well-being, three patterns emerged. First, the models show that the three emotion scales are associated with the constructs of interest in their theoretically expected way. Second, it is important to note that the TES factors are always statistically significant (p<0.001), backing up their relevance for further research on well-being in Chilean teachers (see table 2). Moreover, standardized coefficients show that for every one of the five models presented, one of the TES factors is the higher predictor anxiety in models 1 to 3, anger in model 4, and enjoyment in model 5.
Conclusion
This study is the first to examine a Spanish measure to assess discrete teachers' emotions. In addition to the Spanish version of the TES showing similar factor structure to English versions, a relationship with teachers’ well-being was found. Thus, the current research provides evidence of a first quantitative discrete emotions’ measure that has strong psychometric properties in terms of reliability and internal validity and is strongly related to other relevant constructs. This can help expanding the body of research about teachers’ emotions in Spanish.

Authors

• Francisca Romo Escudero, Universidad Diego Portales (UDP)
  Presenting Author

• Jennifer Locasale-Crouch, Virginia Commonwealth University

• Helma M.Y. Koomen

• Ignacio Wyman, University of Manchester

• Paulina Guzmán, Universidad del Desarrollo (UDD)

• Jorge Varela, Universidad del Desarrollo